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Concurso: PND - Prova Nacional Docente

Concurso: PND - Prova Nacional Docente
Cargo: Professor - Letras/Inglês
Ano: 2025

Ano:

2025

Banca:

INEP

Cargo:

Professor - Letras/Inglês

Disciplina: Inglês

FC564021

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

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TEXT 1

Situar a língua inglesa em seu status de língua franca implica compreender que determinadas crenças — como a de que há um inglês melhor para se ensinar, ou um nível de proficiência específico a ser alcançado pelo aluno — precisam ser relativizadas. Ou seja, o status de Inglês como Língua Franca implica deslocá-la de um modelo ideal de falante, considerando a importância da cultura no ensino-aprendizagem da língua e buscando romper com aspectos relativos à correção, precisão e proficiência linguística.

Base Nacional Comum Curricular: Ensino Fundamental. Disponível

em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).

TEXT 2

kaur, r. milk and honey. Kansas City: Andrews McMeel,2014.

Text 2 contains a short poem by rupi kaur. Based on a linguistic discursive analysis and the Base Nacional Comum Curricular (BNCC) reference in Text 1, what is the most significant non standard feature used by the author, and what is its likely effect?

(a)

The poet uses informal contractions and slang to make the poem sound more precise and closer to everyday conversation among teenagers.

(b)

The poet uses lowercase letters and avoids punctuation to create a tone of intimacy and equality in this context, reinforcing the emotional simplicity of the message.

(c)

The poem departs from the ideal standard correction by using unconventional language structures and incorporating archaic structures to give it a more literary and poetic tone.

(d)

The poem shows non-standard grammar, but still achieves the required proficiency level, guiding the language use in English as a Lingua Franca.

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Concurso: PND - Prova Nacional Docente

Concurso: PND - Prova Nacional Docente
Cargo: Professor - Letras/Inglês
Ano: 2025

Ano:

2025

Banca:

INEP

Cargo:

Professor - Letras/Inglês

Disciplina: Inglês

FC564020

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

TEXT 1

Situar a língua inglesa em seu status de língua franca implica compreender que determinadas crenças — como a de que há um inglês melhor para se ensinar, ou um nível de proficiência específico a ser alcançado pelo aluno — precisam ser relativizadas. Ou seja, o status de Inglês como Língua Franca implica deslocá-la de um modelo ideal de falante, considerando a importância da cultura no ensino-aprendizagem da língua e buscando romper com aspectos relativos à correção, precisão e proficiência linguística.

Base Nacional Comum Curricular: Ensino Fundamental. Disponível

em: www.gov.br/mec. Acesso em: 28 maio 2025 (adaptado).

TEXT 2

kaur, r. milk and honey. Kansas City: Andrews McMeel,2014.

In an English class, after a pair-work activity, a student reports their work to the teacher: “My mate go to the sports gym everyday, because she play volleyball for the school team”. The teacher knows that the student already understands the idea of daily routines. Considering the approach to English as a Lingua Franca and the view on error correction presented in the Base Nacional Comum Curricular (BNCC), which teacher’s response is appropriate?

(a)

“It’s great to know your friend plays for the school team! Do you know how often she goes to the sports gym?”

(b)

“That’s acceptable in some social settings; however, it shows you’re not studying enough. Please review the grammar chart and rewrite your sentence.”

(c)

“That is incorrect. The verb should be ‘goes’. It’s necessary to apply the rules for the third person singular to avoid misunderstandings.”

(d)

“Sorry, I am afraid I can’t understand what you are saying. Could you say that again, please? And pay attention to the verb tense.”

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Concurso: PND - Prova Nacional Docente

Concurso: PND - Prova Nacional Docente
Cargo: Professor - Letras/Inglês
Ano: 2025

Ano:

2025

Banca:

INEP

Cargo:

Professor - Letras/Inglês

Disciplina: Inglês

FC564019

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

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

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

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

POONPON, K. et al. TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital

Environment. International Journal of Learning, Teaching and Educational Research, n.6, June 30,2024 (adapted).

Student self-assessment is a powerful tool for increasing motivation and engagement because it provides them with the ability to take charge of their own education. Digital Learning Platforms (DLP) enable the teacher to help students evaluate their knowledge and learning processes. In order to promote students’ self-assessment, the teacher could

(a)

assign a short can-do checklist in a DLP to be completed at the end of the course and a question such as: “Would you recommend this course to a friend?”.

(b)

elaborate a collaborative story-writing activity in a DLP with a follow-up question such as: “Did your group manage to finish the story using the past tense correctly?”.

(c)

use a DLP for students to share cultural facts about English-speaking countries, ending with a question like: “Have you found out something new about another culture today?”.

(d)

create an asynchronous quiz related to the unit content in a DLP with a question like: “What was the most difficult part of the lesson and what can you do to overcome it?”.

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Concurso: PND - Prova Nacional Docente

Concurso: PND - Prova Nacional Docente
Cargo: Professor - Letras/Inglês
Ano: 2025

Ano:

2025

Banca:

INEP

Cargo:

Professor - Letras/Inglês

Disciplina: Inglês

FC564018

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

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

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

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

POONPON, K. et al. TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital

Environment. International Journal of Learning, Teaching and Educational Research, n.6, June 30,2024 (adapted).

According to the text, in order to develop multiliteracies, the platforms must be used to

(a)

provide forums and chats to promote the collective construction of students’ knowledge.

(b)

share diverse media content, such as articles, memes, videos and personal comments.

(c)

allow the use of accessibility features such as reading aloud and integrated translator tools.

(d)

bring together teaching materials, activities, assessments and feedback in a single environment.

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Concurso: PND - Prova Nacional Docente

Concurso: PND - Prova Nacional Docente
Cargo: Professor - Letras/Inglês
Ano: 2025

Ano:

2025

Banca:

INEP

Cargo:

Professor - Letras/Inglês

Disciplina: Inglês

FC564017

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Descrição

ENVIAR

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

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

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

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

POONPON, K. et al. TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital

Environment. International Journal of Learning, Teaching and Educational Research, n.6, June 30,2024 (adapted).

In order to benefit from the resources offered by platforms to evaluate students’ work in an innovative way and also to avoid the drawbacks reported in the text, the teacher could

(a)

provide a cloud-based file storage and share the link with the students, so they could upload their written texts.

(b)

use e-portfolios with writing in different stages and integration of elements such as oral production and short videos.

(c)

ask students to fill in questionnaires with multiple-choice and open questions which can be easily compared and graded.

(d)

use platforms like Google Classroom, Moodle or Canvas to publish students’ final grades after evaluating their papers.

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