3928940 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Ensino da Língua Estrangeira Inglesa

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

Enunciado 4880570-1

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

Kendrick Lamar’s song Not Like Us, which gained prominence during the 2025 Super Bowl halftime show, includes the repeated phrase: “they not like us”. As part of an 8th-grade English class, how could a teacher use this chorus line to address linguistic diversity while still engaging students with formal aspects of language, in line with the Base Nacional Comum Curricular (BNCC) guidelines?

A

Using the chorus to illustrate features of Diaspora Englishes (DE), and explain that such forms are appropriate only in specific regional or informal settings.

B

Highlighting how the phrase presents traces of Received Pronunciation (RP) and how non-standard grammar can express cultural identity in music and popular discourse, even when presenting mistakes.

C

Exploring how non-standard structures appear in informal and culturally rooted English varieties, and contrasting them with standard forms, discussing context and meaning without labeling them as errors.

D

Avoiding analyzing lyrics with non-standard grammar to prevent confusion among beginners and to maintain precision aligned with textbook standards.

Provas

Questão presente nas seguintes provas

3928939 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Interpretação de texto | Reading comprehension

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.

Provas

Questão presente nas seguintes provas

3928938 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Ensino da Língua Estrangeira Inglesa

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

Enunciado 4880568-1

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.”

Provas

Questão presente nas seguintes provas

3928937 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Ensino da Língua Estrangeira Inglesa

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?”.

Provas

Questão presente nas seguintes provas

3928936 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Interpretação de texto | Reading comprehension

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

Provas

Questão presente nas seguintes provas

3928935 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Interpretação de texto | Reading comprehension
Ensino da Língua Estrangeira Inglesa

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.

Provas

Questão presente nas seguintes provas

3928934 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Interpretação de texto | Reading comprehension

TEXT 1

“The Wolves are a free people,” said Father Wolf. “They take orders from the Head of the Pack, and not from any striped cattle-killer. The man’s cub is ours — to kill if we choose.”

“Ye choose and ye do not choose! What talk is this of choosing? By the bull that I killed, am I to stand nosing into your dog’s den for my fair dues? It is I, Shere Khan, who speak!”

KIPLING, R. The Jungle Book. S.l.: Project Gutenberg, 1894.

TEXT 2

Enunciado 4880564-1

KIPLING, R.; CHAN, C. S. The Jungle Book.

Toronto: UDON Entertainment, s.d.

When comparing Text 1 and Text 2, which observation illustrates a key feature of literary language in Text 1?

A

Text 1 uses metaphor and elevated narration to create tension and authority, while the manga reinterprets it through visual exaggeration and dramatic composition.

B

The manga shows characters speaking directly, which reflects the Text 1 overall use of first-person narration and informal, casual dialogue to express emotions.

C

Both texts focus on the tiger’s appearance, showing that the Text 1 conveys the elevated visual salience and dramatic energy of the illustrated version.

D

Text 1 lacks emotional tone, while the manga compensates by adding metaphorical expressiveness through exaggerated facial features.

Provas

Questão presente nas seguintes provas

3928933 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Interpretação de texto | Reading comprehension
Ensino da Língua Estrangeira Inglesa

TEXT 1

“The Wolves are a free people,” said Father Wolf. “They take orders from the Head of the Pack, and not from any striped cattle-killer. The man’s cub is ours — to kill if we choose.”

“Ye choose and ye do not choose! What talk is this of choosing? By the bull that I killed, am I to stand nosing into your dog’s den for my fair dues? It is I, Shere Khan, who speak!”

KIPLING, R. The Jungle Book. S.l.: Project Gutenberg, 1894.

TEXT 2

Enunciado 4880563-1

KIPLING, R.; CHAN, C. S. The Jungle Book.

Toronto: UDON Entertainment, s.d.

A 6th-grade English teacher is planning a lesson using an excerpt from Text 1 and Text 2. Which alternative reflects an appropriate learning goal and a corresponding classroom strategy for using these materials?

A

Goal: promoting reading engagement and interpretive thinking through multimodal comparison. Strategy: guiding students to compare how mood and character traits appear in both versions.

B

Goal: fostering reading engagement and critical thinking through translanguaging. Strategy: asking students to identify how punctuation and verb tenses change from one genre to another across texts.

C

Goal: exploring how verbal-visual language reproduces colonial power and social hierarchies. Strategy: providing a lecture contrasting Kipling’s ideology with postcolonial reinterpretations of his work.

D

Goal: developing students’ ability to memorize authentic literary expressions. Strategy: assigning lines from the literary text and the manga for memorization and repetition in pairs.

Provas

Questão presente nas seguintes provas

3928932 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Interpretação de texto | Reading comprehension
Ensino da Língua Estrangeira Inglesa

TEXT 1

“The Wolves are a free people,” said Father Wolf. “They take orders from the Head of the Pack, and not from any striped cattle-killer. The man’s cub is ours — to kill if we choose.”

“Ye choose and ye do not choose! What talk is this of choosing? By the bull that I killed, am I to stand nosing into your dog’s den for my fair dues? It is I, Shere Khan, who speak!”

KIPLING, R. The Jungle Book. S.l.: Project Gutenberg, 1894.

TEXT 2

Enunciado 4880562-1

KIPLING, R.; CHAN, C. S. The Jungle Book.

Toronto: UDON Entertainment, s.d.

For an activity involving The Jungle Book and its manga adaptation to work with characters’ emotions in a 6th-grade classroom, the teacher is aware that one student in the class is autistic and prefers structured, visual tasks. Which alternative supports this student’s engagement with the texts?

A

Instruct the student to create their own comic strip version of the scene with some graphic or planning aids.

B

Ask the student to read the literary text silently and answer open-ended questions about the characters’ feelings.

C

Encourage the student to join a group discussion about the symbolism in the tiger’s behavior and role in the story.

D

Provide the student with a visual chart to compare the characters’ emotions in both texts, using images and keywords.

Provas

Questão presente nas seguintes provas

3928931 Ano: 2025
Disciplina: Inglês (Língua Inglesa)
Banca: INEP
Orgão: PND

Provas:

Enade Licenciaturas - Letras/inglês
Provas ×
Enade Licenciaturas - Português e Inglês
Provas ×

Ensino da Língua Estrangeira Inglesa

It is impossible to talk about the single story without talking about power. There is a word, an Igbo word, that I think about whenever I think about the power structures of the world, and it is nkali. It’s a noun that loosely translates to “to be greater than another.” Like our economic and political worlds, stories too are defined by the principle of nkali: How they are told, who tells them, when they’re told, how many stories are told, are really dependent on power. Power is the ability not just to tell the story of another person, but to make it the definitive story of that person.

Stories matter. Many stories matter. Stories have been used to dispossess and to malign, but stories can also be used to empower and to humanize. Stories can break the dignity of a people, but stories can also repair that broken dignity.

When we reject the single story, when we realize that there is never a single story about any place, we regain a kind of paradise.

ADICHIE, C. N. The Danger of a Single Story. New York: Anchor Books, 2019 (adapted).

A high school English teacher decides to foster a debate on social justice with her students based on the situation described in the text. The goal of such activity is

A

to fight stereotypes: analyze and breed your assumptions, prejudices and preconceived thoughts.

B

to advocate for diversity: spread your voice and platform to share miscellaneous stories and dare prevailing narratives.

C

to promote a dialogue: conversations with people from different backgrounds contesting their unique experiences and perspectives.

D

to research standardized sources of information: read books, watch movies and follow media outlets that share unbiased narratives and perspectives.