Prova Completa: Professor II - Inglês (Pref. Cajazeiras-PB - EDUCA

4056565 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
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Vocabulário | Vocabulary

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

Considering the cognate words present in Text 2, select the only option that correctly lists five words in English that are very similar in spelling and meaning to their Brazilian Portuguese counterparts:

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Questão presente nas seguintes provas

4056564 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

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Professor II - Inglês
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Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

Regarding the word “non-native”, extracted from Text 2, it is CORRECT to affirm that:

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Questão presente nas seguintes provas

4056563 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
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Gramática - Língua InglesaSubstantivos e compostos | Nouns and compounds

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

Considering the plural forms of some English words, choose the alternative in which all the words ending in ‘- s’ follow the same spelling rule:

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Questão presente nas seguintes provas

4056562 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
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Gramática - Língua InglesaPalavras conectivas | Connective words

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

Considering some discourse markers present in Text 2, it is completely INCORRECT to affirm that:

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Questão presente nas seguintes provas

4056561 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
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Interpretação de texto | Reading comprehension
Ensino da Língua Estrangeira Inglesa

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

The mention of “English as a lingua franca”, in Text 2, suggests that English:

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Questão presente nas seguintes provas

4056560 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
Provas ×

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

Professionalism in English Language Teaching requires some competencies. Based on Text 2, analyze the following statements and choose the CORRECT alternative whose proposition(s) is/are true.
I. Dealing with IA technologies.
II. Disciplinary content knowledge.
III. Pedagogical knowledge.
IV. Research publication.
V. Translation skills.

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Questão presente nas seguintes provas

4056559 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
Provas ×

Teacher Qualifications, Professionalism, Competencies, and Benchmarks

To achieve professionalism, English language teachers (both native English-speaking teachers [NESTs] and nonnative English-speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom-based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.

Content extracted and adapted from:

DOĞANÇAY-AKTUNA, Seran; HARDMAN, Joel. Teacher qualifications, professionalism, competencies, and benchmarks: Nonnative English-speaking teachers (NNESTs). 2018. DOI: https://doi.org/10.1002/9781118784235.eelt0034

Based on Text 2, select the only alternative that correctly reflects its main focus:

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Questão presente nas seguintes provas

4056558 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
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Voz Ativa e Passiva | Passive and Active Voice

TEXT 1

The Decolonial Option in English Teaching: Can the Subaltern Act?

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.

Analyze the following sentences and select the only one that is correctly expressed in the passive voice:

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Questão presente nas seguintes provas

4056557 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
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Gramática - Língua InglesaVerbos | Verbs

TEXT 1

The Decolonial Option in English Teaching: Can the Subaltern Act?

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.

As a conclusion, Text 1 states that “He [the author] claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward”. Based on this excerpt, choose the alternative that correctly rewrites this sentence from the Present Simple to the Present Perfect tense:

A

He has been claiming that only a collective, concerted, and coordinated set of actions has carried the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

B

He would have been claiming that only a collective, concerted, and coordinated set of actions has carried the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

C

He had been claiming that only a collective, concerted, and coordinated set of actions has carried the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

D

He has claimed that only a collective, concerted, and coordinated set of actions has carried the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

Provas

Questão presente nas seguintes provas

4056556 Ano: 2026
Disciplina: Inglês (Língua Inglesa)
Banca: EDUCA
Orgão: Pref. Cajazeiras-PB

Provas:

Professor II - Inglês
Provas ×

Vocabulário | Vocabulary
Interpretação de texto | Reading comprehension

TEXT 1

The Decolonial Option in English Teaching: Can the Subaltern Act?

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v. 50, n. 1, p. 66–85, 2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.

Analyzing the following passage from Text 1, where it is said that “it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done”, it is correct to affirm that the underlined phrasal verb (fallen short) semantically suggests: