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Questões de Concursos Ensino da Língua Estrangeira Inglesa

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81Q1022794 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Brejo Santo CE, CEV URCA, 2025

When teaching English as a Lingua Franca, teachers
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82Q1024360 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Natal RN, COMPERVE UFRN, 2025

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Considere o seguinte texto para responder à questão.


AI for language education


This 4-year project explores effective and ethical use of Artificial Intelligence (AI) technology in language education for both learners and teachers. It investigates how AI tools can help teachers plan lessons, design materials, and conduct formative assessment in order to enable learners to utilise AI responsibly for higher-quality, autonomous language learning.


Newly available AI systems and technologies are seen as full of promise by some and a major threat by others. This project proposes to sift through some of the mounting hype and scepticism by exploring practical ways in which emerging AI tools and resources can be effectively implemented by both language learners and teachers, thereby encouraging their responsible and ethical use.

In collaboration with language teachers and teacher educators we aim to deepen our understanding of how AI tools (e.g. ChatGPT) can support language teaching and learning both in formal and informal settings.

Quality aspects of potentially pedagogically useful applications for learners (e.g. editing and revising written production, comprehension checking, communication training, grammar practice, vocabulary development) will be highlighted. The project also aims to look at ways in which AI can be used to raise ethical awareness of and manage sensitive issues such as plagiarism and cheating.


Adaptado de: https ://www.ecml.at/Aboutus /AboutUs -Overv iew/tabid/172/language/en-GB/Default.aspx . Acesso em: 14 nov. 2024.
Em relação às ferramentas de IA aplicadas ao ensino de línguas, o projeto pretende destacar
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83Q1022066 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Letras Inglês, Prefeitura de Campo Novo do Parecis MT, SELECON, 2024

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Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development

Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.


Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024

De acordo com o texto, a falta de proficiência em uma das habilidades comunicativas pode causar falhas na comunicação, como mal-entendidos e incapacidade de compreender nuances culturais e de responder adequadamente. Esta afirmação refere-se à habilidade denominada:
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85Q1024396 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Caconde SP, Avança SP, 2025

Read the following statements about English as a Lingua Franca:

I. It acknowledges the legitimacy of different English varieties II. It focuses on successful communication rather than native-speaker norms III. It requires speakers to achieve native-like proficiency IV. It promotes linguistic diversity in global contexts

Which combination of statements is correct?
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86Q1022101 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Estrangeira Inglês, Prefeitura de Anchieta SC, AMEOSC, 2024

In the context of Vygotsky's theory of the Zone of Proximal Development (ZPD), which teaching strategy would be most effective in supporting a student's learning progress?
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87Q1023186 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, Prefeitura de Ubatuba SP, Avança SP, 2024

"The fundamental concepts explored in this methodology encompass key notions such as location, duration, and time. It involves various functions, including requesting, informing, expressing preferences, and dislikes. Language is utilized for a myriad of purposes, ranging from dramatization, gaming, and role-playing to engaging in dialogue, play, and problem-solving activities. The method encourages the use of language within creative and spontaneous contexts, where dialogues are crafted to revolve around communicative functions. Moreover, errors are acknowledged as a natural aspect of the language learning process, emphasizing a more tolerant perspective. While grammar is incorporated into the instruction, it is presented in a less systematic manner, fostering a learning environment that values practical communication and application over rigid adherence to grammatical rules."
Mark the alternative that presents the method being described in the text.
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88Q1023192 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Inglesa, Prefeitura de Santa Leopoldina ES, IDCAP, 2024

Para Diana Brydon: "O mundo contemporâneo requer habilidades de letramento avançadas e isto inclui a capacidade de pensar criticamente, incluindo contextualização, análise, adaptação, tradução de informação e interação entre os indivíduos dentro e além de sua comunidade" (BRYDON, 2011, p. 105). Quando se fala em alfabetização e letramento, é necessário observar uma das principais diferenças entre estes dois processos educativos: basicamente, a alfabetização ensina a codificar e decodificar o sistema de escrita; enquanto o letramento instrui o domínio e o uso da linguagem como prática social. Desta forma, o processo de alfabetização pode ser visto como um processo finito, na medida em que o letramento pode ser continuamente desenvolvido. Apesar dessas diferenças, os dois processos interagem entre si, e podem ser utilizados de maneira eficaz no ensino de linguagens no meio educacional. Sobre o letramento em língua inglesa, e seguindo a teoria do Letramento Crítico, assinale a alternativa CORRETA.
BRYDON, D. 2011. Local Needs, Global Contexts: Learning New Literacies. In: MACIEL, R. F. e ARAÚJO, V. A. (Orgs). Formação de professores de línguas: ampliando perspectivas. Jundiaí, Paco Editora. Pp.105.

I.A linguagem é neutra e transparente, não sendo perpassada por influências históricas e culturais, então o processo de letramento em língua inglesa diz respeito somente ao aprendizado do alfabeto estrangeiro.
II.A linguagem exerce um papel fundamental na formação crítica dos cidadãos, e o ensino de língua inglesa pode possibilitar a construção da visão crítica dos estudantes.
III.O letramento crítico pode ser fomentado a partir do trabalho dos professores de língua inglesa, na construção, com os estudantes, das váriasinterpretações possíveis dos discursos contidos em textos (orais e/ou escritos).
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89Q1022446 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Língua Inglesa, Prefeitura de Balneário Rincão SC, Unesc, 2024

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O texto seguinte servirá de base para responder à questão.

The Future of Global Economy and Society


Characters:


Emma: A professor of International Relations.


John: A journalist specializing in global economics.


Sophia: An environmental activist and policy advisor.


Emma: Good afternoon, everyone. Today, I'd like to delve into the intricacies of the global economy and its impact on society. As we navigate through these unprecedented times, what do you think are the key drivers reshaping our world?


John: From my perspective, the most significant factor is the acceleration of technological innovation. The digital economy is not just expanding; it's revolutionizing traditional sectors. Artificial Intelligence, blockchain technology, and the Internet of Things are all converging, creating a paradigm shift in how we understand and conduct business.


Sophia: I agree, John. However, I would argue that while technological advancement is transformative, it also presents ethical dilemmas. The digital divide is growing, and the disparity between those who have access to these technologies and those who don't is becoming a critical issue. Moreover, the implications for data privacy and surveillance are profound and cannot be overlooked.


Emma: That's an excellent point, Sophia. The ethical implications are vast. But moving beyond technology, how do you see geopolitical tensions influencing global economic stability?


John: Geopolitical tensions have always played a pivotal role. However, with the recent rise of protectionist policies and trade wars, we are witnessing a fragmentation of the global economic order. Countries are increasingly prioritizing national interests, which could lead to a significant realignment of global alliances and trade networks.


Sophia: And this realignment is not without consequences. We must consider the environmental impact as well. The current economic model, heavily reliant on fossil fuels, is unsustainable. We need a radical transition towards a green economy, and that requires international cooperation—something that's hard to achieve amid rising nationalism.


Emma: Absolutely. The concept of a green economy is gaining traction, but there's a lot of skepticism about its feasibility, especially in developing countries where economic growth is still heavily dependent on traditional industries. What are your thoughts on this?


John: It's indeed a delicate balancing act. Developing nations argue that stringent environmental regulations could stifle their economic growth and exacerbatepoverty. On the other hand, the consequences of inaction could be catastrophic, not just for these countries, but globally. Perhaps the solution lies in creating financial incentives for sustainable development.


Sophia: That's where policy-making becomes crucial. We need to implement more robust frameworks for international cooperation that include financial support, technology transfer, and capacity building. The global north has a historical responsibility to assist the global south in this transition.


Emma: These are compelling insights. It's clear that the path forward is complex and requires a multifaceted approach. Balancing technological, economic, environmental, and ethical considerations is a formidable challenge. However, it's also an opportunity for us to redefine the future of global society.


John: I couldn't agree more, Emma. The question is not whether we will face these challenges, but how we will respond to them collectively.


Sophia: Exactly. It's not just about adapting to change but about proactively shaping it. We must engage in more dialogue, foster innovation, and, above all, uphold our shared values of equity, justice, and sustainability.


Emma: Well said, Sophia. I believe our discussion today has highlighted the interconnectedness of these issues and the importance of global solidarity. Thank you both for this enlightening conversation.


John and Sophia: Thank you, Emma.

In the context of teaching writing skills, how could the dialogue be utilized to improve students' argumentative writing abilities?
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90Q1024263 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Inglesa, Prefeitura de Cocal do Sul SC, Unesc, 2024

How does the application of corpus linguistics benefit the teaching of writing in a foreign language?
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91Q1022475 | Inglês, Ensino da Língua Estrangeira Inglesa, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Studies on Needs Analysis have been conducted to investigate the needs of various learner groups in academic, professional, occupational, and survival contexts. In terms of teaching, needs analysis serves several distinct functions.
Which of the following is NOT a purpose of Needs Analysis?
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92Q1022222 | Inglês, Ensino da Língua Estrangeira Inglesa, Pré escolar, Prefeitura de Timbó SC, FURB, 2024

When teaching English to very young learners, what is the most effective approach to language learning?
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93Q1022223 | Inglês, Ensino da Língua Estrangeira Inglesa, Pré escolar, Prefeitura de Timbó SC, FURB, 2024

How can emotional factors influence language learning in very young learners?
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94Q1022744 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Inglesa, Prefeitura de Nova Itarana BA, MS Consultoria, 2024

Qual das seguintes metodologia é focada em situações da vida real e é desenvolvida através da comunicação?
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95Q1024280 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor Nível Superior Inglês, Prefeitura de Nova Mutum MT, SELECON, 2024

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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
Considerando as concepções metodológicas referentes ao processo de ensino e aprendizagem da língua inglesa, a metodologia utilizada por um professor que solicita aos alunos que memorizem uma lista de verbos no imperativo antes da aula, com o objetivo de realizar uma atividade prática na qual os alunos executem as ações dos verbos estudados, enfatizando a aprendizagem através da prática corporal é:
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96Q1024077 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Língua Estrangeira Inglês, Prefeitura de Chapecó SC, FEPESE, 2024

When we learn a language, there are four skills that we need for complete communication.

Read the sentences below and determine whether they are true ( T ) or false ( F ) based onto these skills.

( ) Speaking refers to understanding, interpreting and analysing the speaker’s message.

( ) Listening is an integral part of the communication process as it is vital for the listener to stay engaged and actively comprehend what is said.

( ) Writing involves presenting your thoughts in the form of text using the right structure and flow of information.

( ) Reading skills effectively includes having clarity and fluency in your expression and vocabulary.

( ) Speaking skills are usually important when companies are hiring new employees.

Select the option that presents the correct sequence from top to bottom.

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98Q1023331 | Inglês, Ensino da Língua Estrangeira Inglesa, Professor de Inglês, Prefeitura de Pedra Branca CE, IMPARH, 2023

A variety of methods and approaches to foreign language teaching has been developed over the last decades. All of them aim to promote foreign language learning based on principles that support their choices concerning the syllabus, activities, learner/teacher roles etc. One of these approaches is Task Based Language Learning that asserts that:
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100Q1022384 | 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?
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