Questões de Concursos para Área Língua Inglesa com Gabarito (Comentado)

Notificações

Nada por aqui

Q1024747•
Inglês•
Voz Ativa e Passiva Passive and Active Voice•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

“‘English Only': The movement to limit Spanish speaking in US’”

“The reactions against people who speak Spanish are probably not new," says Heidi Beirich, a researcher at the Southern Poverty Law Center (SPLC). The SPLC monitors hate groups in the US, which they define as any organisation that - based on its official statements or principles, the statements of its leaders, or its activities - has beliefs or practices that attack or malign an entire class of people, typically for their immutable characteristics. In this sense, the SPLC qualifies as hate groups several organisations that it considers anti-immigrant, such as the Federation for American Immigration Reform (FAIR) and the Washington DC-based Center for Immigration Studies (CIS).

Also on their list is ProEnglish, which advocates for English to be designated as the official language of the United States. All of them were created in recent decades by John Tanton, a white American far-right nationalist, who died in July of this year. Mr. Tanton founded at least 12 anti-immigrant organisations, six of which have been designated hate groups by the SPLC. The aforementioned ProEnglish is one of the main organisations pushing the "English Only" movement, also known as "English First" or "Official English" movement. Part of ProEnglish's official platform states: "In a pluralistic nation such as ours, the function of government should be to foster and support the similarities that unite us, rather than institutionalise the differences that divide us." The organisation focuses its efforts on lobbying to convince legislators and public opinion of the need to adopt English as an official language at all levels of government.

While ProEnglish establishes on its website that "the right to use other languages must be respected", the group has been criticised by those who consider their agenda to be discriminatory. “They are careful to be called ProEnglish and not ‘antiSpanish’. But it is clear that their ideology is supremacist, referring to English as a symbol of US cultural heritage when this country has never been a project only in English, says SPLC researcher Heidi Beirich.

Adapted from: DIÉZ, Beatriz. “‘English Only': The movement to limit Spanish speaking in US’”. https://www.bbc.com/news/world-us-canada-50550742

Based on the following passage of Diéz’s article:

“‘While ProEnglish establishes on its website that 'the right to use other languages must be respected”, the group has been criticised by those who consider their agenda to be discriminatory. 'They are careful to be called ProEnglish and not “antiSpanish”. But it is clear that their ideology is supremacist, referring to English as a symbol of US cultural heritage when this country has never been a project only in English,’ says SPLC researcher Heidi Beirich”.

From the alternatives below, choose the option that best represents the primary rhetorical effect of the passive voice in the passage above:

It deliberately obscures who is responsible for the criticism against ProEnglish.

It weakens the argument by making both ProEnglish and its critics appear less accountable for their positions.

It creates an ironic contrast between ProEnglish's claims and how they are perceived.

It emphasizes institutional actions over individual actors, focusing on the criticism rather than the critics.

Q1024743•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

For question, read the text below and select which answers best fit the question.

Professional sport

When I talk about practice, I mean something individual. If you look at professional golfers or tennis players, you will observe that the practice composes the basis of their preparation for tournaments. Of course it does, (1) for these are individual sports. [...] Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play. Professional sport is all about winning. And, within reason the more you practice (and the more you train) the better your chances of doing so.

Adapted from: WALLACE, David Foster. String Theory: David Foster Wallace on Tennis. Little, Brown and Company, 2011.

The conjunction "insofar" is the correct choice for the following sentence: "Part of what is fascinating, and slightly repellent, about sports lies in that curious inversion of values (2) insofar much that we admire in ordinary life - humility, compassion, unwillingness to take advantage of the weakness of others - is reversed on the field of play." because

it emphasizes the extent to which a particular idea is true or applicable, exposing how athletic competition inverts normal moral standards.

it expresses a contrast between two opposing ideas, highlighting the difference between ordinary life and sports.

it introduces a result or consequence, implying that the inversion of values is a natural outcome of the field of play.

it signals a temporal relationship, marking the inversion of values as something that happens before a specific event in the future.

Q1024748•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

Genre based teaching sees text as discourse, or as the way we use language to communicate, to achieve purposes in particular situations. It is anchored on the idea that one needs to understand and use language to achieve social purposes in a given context. [...] Teaching learners to recognize, analyze and produce written genres will help them participate in academic, occupational and social context in the real world. A genre-based approach to the teaching of writing should focus on identifying how texts work as communication, regarding forms of language as located in social action. This focus on language forms does not imply a focus on grammar, which is detached from meaning and use, but knowledge of grammar that would allow learners to manipulate language in an effective way.

Adapted from: CARNEIRO, Marisa Mendonça; OLIVEIRA, Ana Larissa Adorno Marciotto. Writing as a social enterprise: sample in-class activities of a genre-based approach to teaching English as a foreign language. Available at: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8650768.

In Carneiro and Oliveira’s article on the genre-based approach to ELT, choose one of the instructional practices below that best reflects the principles: “texts work as communication” and “language forms are located in social action”.

Drilling students on grammatical accuracy in isolated sentences removed from any genre context.

Assigning creative writing tasks without providing models of target genres or discussing their social functions.

Having students memorize and reproduce research article abstracts without analyzing their rhetorical moves.

Guiding students to compare the structure of emails in professional vs. academic settings to understand how purpose shapes language choices.

Q1024741•
Inglês•
Interpretação de texto Reading comprehension•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following excerpt.

Read the excerpt below from Pennycook’s The Cultural Politics of English as an International Language and answer the following question. More important for understanding the global spread of English are close and detailed understandings of the ways in which English is embedded in local economies of desire. We need to evaluate the global spread of English, and the role of English language teachers as its agents, critically and carefully in order to appreciate the ways in which demand for English is part of a larger picture of images of change, modernization, access and longing. It is tied to the languages, cultures, styles and aesthetics of popular culture with its particular attractions for youth, rebellion and conformity; it is enmeshed within local economies, and all the inclusions, exclusions and inequalities this may entail; it is bound up with changing modes of communication, from shifting internet uses to its role in text-messaging; it is increasingly entrenched in educational systems, bringing to the fore many concerns about knowledge, pedagogy, culture and curriculum. [...] To understand the power and politics of ELT, then, we need detailed understandings of the role English plays in relation to local languages, politics and economies. [...] We are never just teaching something called English but rather we are involved in economic and social change, cultural renewal, people’s dreams and desires.

Adapted from: PENNYCOOK, Alastair. The cultural politics of English as an international language. London: Longman, 1994.

According to the text, teaching English internationally involves:

Merely transmitting a neutral linguistic system without any cultural or social implications.

Engaging with local desires, social changes, cultural dynamics, and economic structures.

Preserving English as an unchanged code resistant to local adaptations.

Promoting uniformity by imposing native speaker norms across all global contexts.

Q1024738•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

The term methods, as currently used in the literature on second and foreign language (L2) teaching, does not refer to what teachers actually do in the classroom; rather, it refers to established methods conceptualized and constructed by experts in the field. The exact number of methods that are commonly used is unclear. A book published in the mid sixties, for instance, provides a list of fifteen “most common” types of methods “still in use in one form or another in various parts of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties (Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the United States—provide, between them, a list of eleven methods that are currently used. They are (in alphabetical order): Audiolingual Method, Communicative Methods, Community Language Learning, Direct Method, Grammar-Translation Method, Natural Approach, Oral Approach, Silent Way, Situational Language Teaching, Suggestopedia, and Total Physical Response.

It would be wrong to assume that these eleven methods provide eleven different paths to language teaching. In fact, there is considerable overlap in their theoretical as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga Rivers (1991, p. 283) rightly points out, what appears to be a radically new method is more often than not a variant of existing methods presented with “the fresh paint of a new terminology that camouflages their fundamental similarity.” It is therefore useful, for the purpose of analysis and understanding, to cluster these methods in terms of certain identifiable common features. One way of doing that is to classify them as (a) language-centered methods, (b) learner-centered methods, and (c) learning-centered methods.

Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching. Haven and London: Yale University Press, 2003.

Comprehensible input - spoken language that is understandable to the learner - or just a little beyond the learner’s level; basic interpersonal communication skills and the belief that learners benefit from delaying production until speech “emerges” are characteristics of

task-based learning.

the Natural Approach.

the Audiolingual Method.

the Direct Method.

Q1024739•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching. Haven and London: Yale University Press, 2003.

Language methods provide different paths to language teaching. Thus, Language-Centered Methods

treat language learning as a non-linear, additive process. These methods (e.g., task-based method) are principally concerned with learner needs and seek to provide opportunities for learners to practice preselected, pre-sequenced grammatical structures through task-focused exercises in class.

treat language learning as a non-linear, additive process. These methods (e.g., the Natural Approach) are principally concerned with learning processes and seek opportunities for learners to participate in open-ended meaningful interaction through communicative activities or problem-solving tasks in class.

treat language learning as a linear, additive process. These methods (e.g., audiolingual method) are principally concerned with linguistic forms and seek to provide opportunities for learners to practice preselected, pre-sequenced linguistic structures through form-focused exercises in class.

treat language learning as a linear, additive process. These methods (e.g., communicative approach) are principally concerned with learner needs and seek to provide opportunities for learners to practice preselected, pre-sequenced grammatical structures and participate in open-ended meaningful interaction.

Q1024745•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Question must be answered based on the following text.

The integration of technology into English language teaching presents a variety of challenges that must be carefully considered. These challenges can range from technical difficulties, such as unreliable internet connections, to pedagogical issues, including the need for teachers to develop new skills and adjust their teaching methods. Furthermore, there are logistical hurdles such as ensuring that all students have access to the necessary devices. As technology becomes an increasingly important tool in education, teachers must adapt to these challenges in order to make the most of the potential benefits.

Adapted from: BOWER, Matt. Design of Technology-Enhanced Learning: Integrating Research and Practice. Emerald Group Publishing, 2017.

According to the passage from Matt Bower’s work, choose the statement that best reflects the challenges associated with integrating technology in English language teaching:

While the majority of students may favor conventional teaching methods, contemporary educational strategies are progressively merging traditional techniques with technological innovations to enrich the learning experience, thereby diminishing this as a pervasive hindrance.

One of the principal difficulties in incorporating technology lies in guaranteeing equitable access to essential tools and resources for all students. This requires confronting disparities in device availability and internet connectivity, which can lead to significant inequities in both learning opportunities and academic outcomes.

The majority of obstacles in integrating technology stem from the adoption of novel tools, rather than any resistance to moving away from traditional print media. Educators rarely prioritize utilizing the most effective resources at their disposal, be they digital or physical.

Although the abundance of available tools can often feel daunting, it is generally regarded as detrimental to students. The main obstacle resides in the process of carefully choosing and skillfully applying the most appropriate resources for pedagogical objectives.

Questões de Concursos

Q1024734•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024734•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024736•
Inglês•
Discurso Direto e Indireto Reported Speech•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024729•
Inglês•
Orações condicionais Conditional Clauses•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024733•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024735•
Inglês•
Discurso Direto e Indireto Reported Speech•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024744•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024737•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024747•
Inglês•
Voz Ativa e Passiva Passive and Active Voice•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024743•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024746•
Inglês•
Determinantes e quantificadores Determiners and quantifiers•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024748•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024730•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024731•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024742•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024732•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024740•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024741•
Inglês•
Interpretação de texto Reading comprehension•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024738•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024739•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024745•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024734•Inglês•Verbos Verbs•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024734•Inglês•Verbos Verbs•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024736•Inglês•Discurso Direto e Indireto Reported Speech•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024729•Inglês•Orações condicionais Conditional Clauses•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024733•Inglês•Vocabulário Vocabulary•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024735•Inglês•Discurso Direto e Indireto Reported Speech•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024744•Inglês•Verbos Verbs•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024737•Inglês•Vocabulário Vocabulary•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024747•Inglês•Voz Ativa e Passiva Passive and Active Voice•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024743•Inglês•Advérbios e conjunções Adverbs and conjunctions•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024746•Inglês•Determinantes e quantificadores Determiners and quantifiers•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024748•Inglês•Ensino da Língua Estrangeira Inglesa•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024730•Inglês•Vocabulário Vocabulary•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024731•Inglês•Vocabulário Vocabulary•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024742•Inglês•Advérbios e conjunções Adverbs and conjunctions•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024732•Inglês•Verbos Verbs•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024740•Inglês•Ensino da Língua Estrangeira Inglesa•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024741•Inglês•Interpretação de texto Reading comprehension•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024738•Inglês•Ensino da Língua Estrangeira Inglesa•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024739•Inglês•Ensino da Língua Estrangeira Inglesa•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024745•Inglês•Ensino da Língua Estrangeira Inglesa•FUNCERN•IF RN•Área Língua Inglesa•2025

Q1024734•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024734•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024736•
Inglês•
Discurso Direto e Indireto Reported Speech•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024729•
Inglês•
Orações condicionais Conditional Clauses•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024733•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024735•
Inglês•
Discurso Direto e Indireto Reported Speech•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024744•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024737•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024747•
Inglês•
Voz Ativa e Passiva Passive and Active Voice•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024743•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024746•
Inglês•
Determinantes e quantificadores Determiners and quantifiers•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024748•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024730•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024731•
Inglês•
Vocabulário Vocabulary•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024742•
Inglês•
Advérbios e conjunções Adverbs and conjunctions•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024732•
Inglês•
Verbos Verbs•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024740•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024741•
Inglês•
Interpretação de texto Reading comprehension•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024738•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024739•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025

Q1024745•
Inglês•
Ensino da Língua Estrangeira Inglesa•
FUNCERN•
IF RN•
Área Língua Inglesa•
2025