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Questões de Concursos Ensino da Língua Estrangeira Inglesa

Resolva questões de Ensino da Língua Estrangeira Inglesa comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

121Q1024150 | Inglês, Ensino da Língua Estrangeira Inglesa, Disciplina Língua Inglesa, Prefeitura de Aracaju SE, CESPE CEBRASPE, 2024

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The Benefits of ChatGPT in Educational Settings


Dr. Steve Watson from Cambridge University’s Faculty of Education remarked that “ChatGPT brings both new opportunities and new complexity.” This insight is especially relevant to education, in which ChatGPT can assist both teachers and students, reducing workloads and creating new learning opportunities. Here are key areas where ChatGPT can play a significant role in education according to his studies.


Personalized Learning


Though a digital tool, ChatGPT offers personalized learning experiences. It adapts to students’ unique learning styles through personalized recommendations based on their history. This allows students to receive targeted answers and support in any subject they need help with. ChatGPT also helps students build on topics they’re investigating by creating useful frameworks. Similarly, teachers can use it to craft content specific to their lessons and generate information for classroom discussions.


Virtual Tutoring


ChatGPT functions as a flexible virtual tutor, offering instant support. Unlike a one-size-fits-all approach, it adjusts to the students’ needs and provides immediate answers, which helps to reduce frustration and increases confidence. Students working under tight deadlines especially benefit from this on-demand access to help, as it allows them to solve problems quickly and avoid missing important project deadlines. ChatGPT can also identify areas where students struggle, providing targeted assistance in real time.


Language Learning


ChatGPT can also aid language learners. Like grammarly helps with writing, ChatGPT offers real-time translations, grammar corrections, and pronunciation feedback. Students struggling with language can improve their writing skills and gain confidence in their communication. The platform’s language prompts also make it easier to create targeted content, which is especially useful in foreign language classes. Teachers can fine-tune ChatGPT’s outputs to better meet specific class needs, enriching the learning experience.


Exam Preparation


When it comes to preparing for exams, ChatGPT is a powerful tool. It generates practice questions and gives feedback on student responses, helping students pinpoint areas they need to focus on. This makes ChatGPT a personalized study guide. Additionally, it provides grammar and vocabulary exercises, reducing study time while adding value to each session. These exercises can help students prepare for assessments more efficiently and build confidence.


Writing Assistance


Writing essays or assignments can feel daunting, but ChatGPT simplifies the process. It helps students generate topic ideas, corrects grammar and spelling, and suggests improvements to writing style. Acting like an online editor, ChatGPT streamlines content creation. Beyond basic writing help, it also fosters critical thinking and analytical skills. ChatGPT can process data, mirror human thinking, and deliver responses that help students draw logical conclusions and present their arguments clearly.


Internet: <aprendebrasil.com.br> (com adaptações).





According to the previous text, judge the following item.

With its real-time, flexible support, ChatGPT can boost students’ confidence, especially when they’re working against tight deadlines.

  1. ✂️
  2. ✂️

122Q1023423 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de Passos MG, Instituto Access, 2023

Assim como a sociedade e a cultura, a língua está em um constante processo de transformação, o que significa, em grande parte, que
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

123Q1022156 | Inglês, Ensino da Língua Estrangeira Inglesa, Disciplina Língua Inglesa, Prefeitura de Aracaju SE, CESPE CEBRASPE, 2024

Texto associado.

Professores de inglês têm uma variedade de abordagens de ensino à sua disposição para incluir em seu repertório. Cada método evoluiu ao longo do tempo, influenciado por teorias linguísticas, abordagens pedagógicas, eventos culturais e avanços tecnológicos. Na busca por instrução eficaz de idiomas, abordagens/métodos populares emergiram ao longo dos anos, enfatizando diferentes aspectos da aprendizagem de idiomas e atendendo a diversas necessidades dos aprendizes.


Cada abordagem tem seus próprios prós e contras, e nenhum método é universalmente considerado superior aos outros em todos os contextos de ensino. A instrução moderna de idiomas envolve uma “abordagem eclética”, uma combinação de métodos, adaptada aos níveis de proficiência dos aprendizes, objetivos de aprendizagem específicos e origens culturais.


Internet: <aprendebrasil.com.br> (com adaptações).

Considerando as diversas abordagens/métodos mais conhecidas no ensino de língua estrangeira, julgue o seguinte item.

No método áudio-lingual (audiolingual method), os alunos praticam a linguagem por meio de exercícios de repetição e padrões, visando automatizar a compreensão e a reprodução da língua.

  1. ✂️
  2. ✂️

124Q1022933 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de São José do Cedro SC, AMEOSC, 2024

Narrative writing tells a story, aiming to engage the reader by creating a vivid and compelling sequence of events. Regarding some techniques, select the INCORRECT alternative:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

125Q1022939 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Marechal Floriano ES, Instituto Access, 2025

Which of the following statements best describes the role of syntax in language teaching? Select the most accurate statement.
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  2. ✂️
  3. ✂️
  4. ✂️

126Q1024273 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Bocaina do Sul SC, INAZ do Pará, 2025

In English language teaching, methodologies have evolved to meet the needs of learners in various contexts.
Regarding traditional and contemporary methodologies in English language teaching, select the CORRECT alternative:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

127Q1024282 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

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TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success

By Stephanie Hirschman
October 2, 2023


Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.

Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.


How relevant is it for English language teaching (ELT)?

It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.

Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:

1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.

2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.

3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.

4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).

5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.

6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.

Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho do texto: “Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points”, pode-se concluir que ao realizar tal tarefa, o aluno estará exercitando a habilidade comunicativa que envolve:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

128Q1024324 | Inglês, Ensino da Língua Estrangeira Inglesa, Área 06 e 24 Português Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Chapelle and Sauro (2017) argue that technologies play a crucial role in second language teaching and learning.

Using technology in teaching English as a foreign language is beneficial because

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

129Q1022091 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Portuguesa, Prefeitura de Santa Helena SC, AMEOSC, 2024

In linguistic theory, the concept of "Universal Grammar" is most closely associated with which of the following theorists, who argued that certain grammatical structures are innate to all humans?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

131Q1022099 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Estrangeira Inglês, Prefeitura de Anchieta SC, AMEOSC, 2024

Regarding the role of school in the 21st century, select the CORRECT alternative.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

132Q1022384 | Inglês, Ensino da Língua Estrangeira Inglesa, Edital n 1, Prefeitura de Piratuba SC, AMAUC, 2024

A teacher is using Krashen's Input Hypothesis to design a reading program for intermediate English learners. The goal is to gradually increase students' reading proficiency by exposing them to slightly challenging texts. Which of the following strategies aligns best with Krashen's Input Hypothesis for optimal language acquisition in this reading program?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

133Q1022174 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Macieira SC, Unesc, 2024

Which of the following methodologies is most commonly used in English language teaching in Brazilian schools at the moment?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

134Q1024740 | Inglês, Ensino da Língua Estrangeira Inglesa, Área Língua Inglesa, IF RN, FUNCERN, 2025

Texto associado.

Question must be answered based on the following passage.

English for Specific Purposes (ESP) courses are designed for learners who require English for specific academic or professional fields. According to Hutchinson and Waters (1987, p. 12), “the purpose of an ESP course is to enable learners to function adequately in a target situation”.



Adapted from: HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.

In this perspective, ESP courses include
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

135Q1023741 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor II de Língua Inglesa, Prefeitura de Arcoverde PE, IGEDUC, 2024

Julgue o item a seguir.

In the traditional paradigm, assessment is based on memorization and repetition, while in the complexity paradigm, assessment aims to lead students to reflect and understand, not just to memorize and recite.

  1. ✂️
  2. ✂️

137Q1022221 | Inglês, Ensino da Língua Estrangeira Inglesa, Pré escolar, Prefeitura de Timbó SC, FURB, 2024

Read the following statements about different methodologies for teaching English as a second language:

I.The Direct Method focuses on teaching vocabulary and grammar inductively through immersion in the target language, using only the target language for instruction, and avoiding translation or the use of the native language.

II.The Grammar-Translation Method emphasizes the oral use of language and is based on mimicking real-life situations, often using role-play and interactive activities to enhance communication skills.

III.The Task-Based Language Teaching (TBLT) method centers on using tasks and activities that require real communication, such as problem-solving or project work, to develop language skills in a meaningful context.

IV.The Communicative Language Teaching (CLT) approach emphasizes the importance of meaningful communication and focuses on fluency rather than accuracy, encouraging students to use the language for real-world purposes through interactive activities and discussions.

V.The Audiolingual Method relies heavily on drilling and repetition, often using pattern practice, and emphasizes the structural aspects of language with a focus on correct pronunciation and grammatical structures.


Select the alternative with the correct sequence:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

138Q1022226 | Inglês, Ensino da Língua Estrangeira Inglesa, Educação Infantil, InoversaSul, CESPE CEBRASPE, 2025

Texto associado.
As origens teóricas da perspectiva reflexiva sobre a prática remontam a John Dewey, que, na década de 30 do século passado, definiu ação reflexiva como o exame ativo, voluntário, persistente e rigoroso de nossas crenças e ações, à luz dos fundamentos que as sustentam e das consequências a que conduzem. Ao caracterizar a reflexão como uma forma especializada de pensar, Dewey a diferencia do ato de rotina, que, embora fundamental ao ser humano, é guiado por impulso, hábito, tradição ou submissão à autoridade. A reflexão, ao contrário, baseia-se na vontade, no pensamento, em atitudes de questionamento e curiosidade.

Rosane Rocha Pessoa. A reflexão interativa
como instrumento de desenvolvimento profissional: um estudo com professores
de inglês da escola pública, 2002 (com adaptações).

Acerca da abordagem reflexiva no ensino de língua inglesa, julgue o seguinte item.

Na abordagem reflexiva, o professor deve estimular a atitude questionadora e a curiosidade dos alunos.

  1. ✂️
  2. ✂️

139Q1024537 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Turvânia GO, IV UFG, 2024

Texto associado.
Leia o Texto 5 para responder às questões 48 e 49.

Texto 5

This activity can be set up without the trainees opening their books

1. You need one copy of the text below for each pair of trainees. Stick the copies around the room. One person in each pair should run to the text, read a chunk, go back to their partner and dictate it. The listener should write down what they hear and the runner should go back for the next part. The winners are the first pair to finish. As pairs finish, take a copy of the text off the wall and ask them to compare what they have written with the original. Pairs who finish early can consider the question at the end of the text.

You get a text message, you read it and you text back. You read an interesting newspaper story and you tell someone about it. You go to a lecture and you take notes. And you pass on some juicy gossip that you just heard. So, outside the classroom, language skills are not always used in isolation. They tend to be combined. Think back so the last lesson you taught. Were any skills combined?

2. Allow the trainees a little time to gather their ideas before reporting back in open class.


THORNBURY, S.; WATKINS, P.The CELTA Course: Trainer's Manual, Cambridge University Press - ELT, 2007. p. 67.
No contexto do trecho, a expressão “language skills” referese às habilidades de
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

140Q1022751 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Inglês, Prefeitura de Maravilha SC, Unoesc, 2024

Sobre o ensino da Língua Inglesa, de acordo com a BNCC, podemos afirmar que:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
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