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161Q1022221 | 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. ✂️

162Q1024281 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
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
Considere a seguinte situação: um professor pede aos seus alunos que assistam a um vídeo explicativo sobre a passagem do tempo antes de ensinar verbos no futuro. Esta prática está alinhada com a teoria de aquisição da linguagem chamada:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

163Q1024547 | Inglês, Ensino da Língua Estrangeira Inglesa, Língua Inglesa, Prefeitura de Nova Venécia ES, IDESG, 2024

De acordo com as disposições da BNCC de Língua Inglesa para o Ensino Fundamental - Anos Finais, assinale a alternativa correta.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

164Q1022268 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Descanso SC, AMEOSC, 2024

What practices can educators implement to help students identify and interpret nuances of meaning, including inferences and authorial intent, in complex English texts of various genres?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

165Q1022020 | Inglês, Ensino da Língua Estrangeira Inglesa, Edital n 3, Prefeitura de Concórdia SC, FEPESE, 2024

Analise o texto abaixo sobre a prática pedagógica de inglês como segunda língua.

A prática pedagógica é um elemento-chave no processo de ensino e aprendizagem de uma língua estrangeira, pois ela define a ................................. como o conteúdo é apresentado aos alunos.
Neste contexto, é necessário que a prática pedagógica seja estruturada, organizada e .............................., a fim de estabelecer .............................. para o conhecimento adquirido.

Assinale a alternativa que completa corretamente as lacunas do texto.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

166Q1022812 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Três Barras SC, Unesc, 2024

At what age is it generally most effective for children to start learning a second language like English?

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

167Q979298 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês Titular, Prefeitura de Itatiba SP, VUNESP, 2025

Texto associado.
Leia o texto para responder à questão.


Consider these anecdotes:


1. An ESL teacher instructs a group of 7 children every day for 45 minutes. They sing “I’m a Little Teapot” over and over again. Standing, they make gestures to show the tea pouring out. “I’m a little teapot, short and stout, here is my handle, here is my spout. When I get it all steamed up, hear me shout, just tip me over and pour me out”. And then the group starts again…

2. In visiting a class of a successful ESL teacher, you are struck that each activity lasts no more than ten minutes, that children are usually in movement - making something, holding something, moving their hands and walking somewhere.

There are few major contrasts that we can make between child and adult ESL learners. Children are more likely to play with language than adults are. In general, children are more holistic learners who need to use language for authentic communication in ESL classes.

In a children’s class, activities need to be child centered and communication should be authentic. Several themes repeatedly come up:


•  Focus on meaning, not correctness.

•  Focus on the value of the activity, not the value of language.

•  Focus on collaboration and social development.

•  Provide a rich context, including movement, the senses, objects and pictures, and a variety of activities.

•  Teach ESL holistically, integrating the four skills.

•  Treat learners appropriately in the light of their age and interests. •  Treat language as a tool for children to use for their own social and academic ends.


(S. Peck. Developing Children´s Listening and Speaking. IN: Marianne
Cerce-Murcia(ed). Teaching English as a second or foreign language.
Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
Items 1 and 2 in the excerpt represent
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

168Q1022583 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Natal RN, COMPERVE UFRN, 2025

Texto associado.
Considere o seguinte texto para responder à questão.


[...] O conceito de língua franca não é novo e tem sido recontextualizado por teóricos do campo em estudos recentes que analisam os usos da língua inglesa no mundo contemporâneo. Nessa proposta, a língua inglesa não é mais aquela do “estrangeiro”, oriundo de países hegemônicos, cujos falantes servem de modelo a ser seguido, nem tampouco tratase de uma variante da língua inglesa. Nessa perspectiva, são acolhidos e legitimados os usos que dela fazem falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais, o que possibilita, por exemplo, questionar a visão de que o único inglês “correto” – e a ser ensinado – é aquele falado por estadunidenses ou britânicos. Mais ainda, o tratamento do inglês como língua franca o desvincula da noção de pertencimento a um determinado território e, consequentemente, a culturas típicas de comunidades específicas, legitimando os usos da língua inglesa em seus contextos locais. Esse entendimento favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento das (e o respeito às) diferenças, e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem, o que favorece a reflexão crítica sobre diferentes modos de ver e de analisar o mundo, o(s) outro(s) e a si mesmo.


Fonte: BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília: MEC, 2018.
De acordo com o texto, situar o inglês como língua franca no ensino implica
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

170Q1023919 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Princesa SC, AMEOSC, 2024

No que concerne a Lei de Diretrizes e Base da Educação Nacional (PNE) - Lei nº 13.005/14, assinale a alternativa INCORRETA.

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

171Q1022658 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor IV Inglês, Prefeitura de Turvo SC, PS Concursos, 2025

De acordo com a BNCC, em articulação com as competências gerais da Educação Básica e as competências específicas da área de Linguagens, o componente curricular de Língua Inglesa deve garantir aos alunos o desenvolvimento de competências específicas, tais como:

I. Identificar o lugar de si e o do outro em um mundo plurilíngue e multicultural, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção dos sujeitos no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
II. Identificar similaridades e diferenças entre a língua inglesa e a língua materna/outras línguas, articulando-as a aspectos sociais, culturais e identitários, em uma relação intrínseca entre língua, cultura e identidade.
III. Utilizar novas tecnologias, com novas linguagens e modos de interação, para pesquisar, selecionar, compartilhar, posicionar-se e produzir sentidos em práticas de letramento na língua inglesa, de forma ética, crítica e responsável.
IV. Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.

Marque a alternativa CORRETA:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

172Q1024194 | Inglês, Ensino da Língua Estrangeira Inglesa, Educação Infantil, InoversaSul, CESPE CEBRASPE, 2025

Texto associado.
Em muitas partes do mundo, a maioria dos utilizadores do inglês como língua franca é formada por não nativos que não dominam a gramática padrão e aspectos do seu léxico e de sua pronúncia. Conceber o inglês como o idioma da globalização na sua função de língua franca desestabiliza conceitos reducionistas que sempre limitaram língua a padrões subjetivos. As características do inglês como língua franca, potencialmente, contestam as questões mitológicas da pronúncia correta e desorganiza, entre vários aspectos, a ideia estapafúrdia de uma suposta hierarquia cultural.

Denise Scheyerl, Kelly Barros e Diogo Oliveira do Espírito Santo.
A perspectiva intercultural para o ensino de línguas:
propostas e desafios, 2014 (com adaptações).

No que se refere à interculturalidade e às suas relações com o ensino de língua inglesa, julgue o próximo item.

Perspectivas educacionais mais recentes buscam apresentar uma proposta decolonial para o ensino de línguas estrangeiras.

  1. ✂️
  2. ✂️

173Q1022156 | 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. ✂️

174Q1022478 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Read the texts below about two different language learning approaches:


The __________ Approach involves students drawing conclusions about a rule or generalization based on a collection of examples. This method enables teachers to evaluate students' existing knowledge of a specific structure and make any necessary modifications to their lesson plans.

In contrast, the ___________ Approach presents students with the rule first, which they then apply to examples. Clearly stating a rule can lead to valuable linguistic insights more effectively, provided that the rule is neither overly simplified nor overly complex in its explanation.


What is the correct sequence of words, from left to right, to fill in the gaps?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

175Q1022479 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Sandra Lee McKay (In: CELCE-MURCIA, 2013) points out that using literature as content in EFL classes provides three major benefits.
Which statement DOES NOT represent adequately one of those benefits?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

176Q1022224 | 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.

A abordagem reflexiva tem uma preocupação com a justiça social.

  1. ✂️
  2. ✂️

177Q1022480 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Different teaching approaches confer distinct roles to language teachers. Make the correct association between numbers and letters, relating the type of teaching approach and its example.

1. Knowledge Transmission 2. Constructivism 3. Socioculturalism

A) Practices linked to this approach involve students actively engaging through experimentation, problem-solving, and discussions. They are also encouraged to reflect on these experiences by discussing their actions and the insights they gained.
B) Teachers are viewed as responsible for conveying their knowledge to students. A knowledgeable teacher’s structured presentation of information can assist students in comprehending and retaining what has been taught.
C) More skilled peers (and teachers) support or "scaffold" learners, providing a socially focused justification for interactive and collaborative work in pairs and groups.

What is the correct association between numbers and letters?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

178Q1024282 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

Texto associado.
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. ✂️

179Q1023787 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Palhoça SC, FEPESE, 2024

According to the Base Curricular da Rede Municipal de Ensino de Palhoça, Matriz curricular 16, choose the alternative that presents the Grammar topics for the 6th grade.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

180Q1022793 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Brejo Santo CE, CEV URCA, 2025

According to Jenkins (2012), English as a Lingua Franca (ELF) is “a means of communication between people who come from different first language backgrounds.”. Based on this definition and also on the many studies on ELF so far, we can say that:
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  5. ✂️
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