Questões de Concurso Comentadas sobre ensino da língua estrangeira inglesa em inglês

Foram encontradas 2.152 questões

www.qconcursos.com
Q4257979
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Instituto UniFil Órgão: Prefeitura de Mandirituba - PR Prova: Instituto UniFil - 2025 - Prefeitura de Mandirituba - PR - Professor de Inglês |
Q4257979 Inglês
Considerando a abordagem metodológica do “Eixo Leitura” e o objetivo do 9º ano de “Distinguir fatos de opiniões em textos argumentativos da esfera jornalística” (PR. EF09LI06. s.9.24) disposto no Currículo da Rede Estadual Paranaense (Crep) para a Língua Inglesa, assinale a alternativa que apresenta qual é a relação entre esses dois pontos do currículo.
Alternativas
Q4203419
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: INSTITUTO AOCP Órgão: SEDUC-RS Prova: INSTITUTO AOCP - 2025 - SEDUC-RS - Professor - Letras/Inglês |
Q4203419 Inglês

Read the abstract below and then answer the question that follows.


The paper reflects on the role of technology in English language teaching (ELT) methodologies and on the impact of globalization and internationalization in education in general and in ELT in particular. The study is based on the assumption that access to information and technology is necessary to build social capital (WARSCHAUER, 2003) and that this access requires some English knowledge and digital literacy (FINARDI; PREBIANCA; MOMM, 2013). Departing from a bibliographic review on the use of ELT methodologies and the role of technologies in these methodologies, the study proposes that both the resistance to and the uncritical use of technologies and methodologies may bring negative consequences to the development of English language proficiency and social development in Brazil. The study concludes that in the post-method (BROWN, 2002; KUMARAVADIVELU, 2003) and information era (LEVY, 1999) technologies have a relevant and crucial role that should be critically considered in ELT methodologies. The study also suggests that the informed use of technologies and methodologies, allied with the teaching of English as an international language are essential to leverage the development and the internationalization of education in Brazil in a critical way in relation to the effects of globalization. 


Source: https://www.scielo.br/j/ides/a/nJqphLP8s4hp4zBLsTWrPLc/



According to the abstract,

Alternativas
Q4203402
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: INSTITUTO AOCP Órgão: SEDUC-RS Prova: INSTITUTO AOCP - 2025 - SEDUC-RS - Professor - Letras/Inglês |
Q4203402 Inglês
Read the lyrics by Nina Simone:
Ain't got no home, ain't got no shoes Ain't got no money, ain't got no class Ain't got no skirts, ain't got no sweaters Ain't got no perfume, ain't got no love Ain't got no faith
Ain't got no culture, ain't got no mother Ain't got no father, ain't got no brother Ain't got no children, ain't got no aunts Ain't got no uncles, ain't got no love Ain't got no mind
Ain't got no country ain't got no schooling Ain't got no friends, ain't got no nothing Ain't got no water, ain't got no air Ain't got no smokes, ain't got no ticket
Ain't got no water, ain't got no love Ain't got no hair, ain't got no God Ain't got no wine, ain't got no money Ain't got no bed, ain't got no God Ain't got no love
What have I got? Why am I alive anyway? Yeah, what have I got? Nobody can take away
Source: https://www.letras.mus.br/nina-simone/aint-got-noigot-life/

As an English teacher, how would you explain the linguistic choices of the song based on the recommendations brought by the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular)? 
Alternativas
Q4176426
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Creative Group Órgão: Prefeitura de Marcos Parente - PI Prova: Creative Group - 2025 - Prefeitura de Marcos Parente - PI - Professor do Segundo Ciclo do Fundamental - Disciplina Inglês |
Q4176426 Inglês
Read the text and answer the three following questions


Best Part (feat. H.E.R.)
Daniel Caesar


You don't know, babe
When you hold me
And kiss me slowly
It's the sweetest thing
And it don't change
If I had it my way
You would know that you are


You're the coffee that I need in the morning
You're my sunshine in the rain when it's pouring
Won't you give yourself to me?
Give it all, oh
I just wanna see


I just wanna see how beautiful you are
You know that I see it
I know you're a star
Where you go, I'll follow
No matter how far
If life is a movie
Oh, you're the best part, oh
You're the best part, oh
Best part


It's this sunrise
And those brown eyes, yes
You're the one that I desire
When we wake up
And then we make love
It makes me feel so nice


You're my water when I'm stuck in the desert
You're the Tylenol I take when my head hurts
You're the sunshine on my life


I just wanna see how beautiful you are
You know that I see it
I know you're a star
Where you go, I'll follow
No matter how far
If life is a movie
Then you're the best part, oh
You're the best part, oh
Best part


If you love me, won't you say something?
If you love me, won't you, won't you
If you love me, won't you say something?
If you love me, won't you
Love me, won't yo

Fonte: https://www.letras.mus.br/daniel-caesar/best-part/
In the verses “You're the coffee that I need in the morning / You're my sunshine in the rain when it's pouring”, the singer uses metaphors to express that:
Alternativas
Q4111601
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: ACCESS Órgão: Prefeitura de Rodeiro - MG Prova: ACCESS - 2025 - Prefeitura de Rodeiro - MG - Professor de Atividade Específica - Professor II (Inglês) |
Q4111601 Inglês
A Base Nacional Comum Curricular (BNCC) e teóricos como Michael Byram enfatizam a Competência Comunicativa Intercultural (ICC). O ensino de inglês, nessa perspectiva, deixa de focar apenas na imitação do falante nativo para focar na formação de um falante intercultural. Assim, registre V, para as afirmativas verdadeiras, e F, para as falsas:
(__)A abordagem intercultural pressupõe que a cultura é um bloco monolítico e estático, devendo o aluno aprender os comportamentos fixos dos países do 'Círculo Interno' (EUAUK) para evitar gafes.
(__)O desenvolvimento do 'savoir-être' (atitudes) envolve a curiosidade e a abertura para suspender a descrença sobre outras culturas e a crença sobre a sua própria.
(__)A interculturalidade no ensino de inglês como Língua Franca (ELF) desvincula a língua da cultura exclusiva de seus falantes nativos, promovendo a apropriação da língua para expressar a identidade local do aprendiz.
(__)O objetivo final da competência intercultural é a total assimilação cultural, onde o aprendiz abandona sua identidade de origem para adotar integralmente os valores da cultura-alvo.

Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
Alternativas
Q4096499
Inglês Verbos | Verbs , Passado simples | Simple past , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Avança SP Órgão: Prefeitura de Cunha - SP Prova: Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096499 Inglês
Complete the sentence with the correct simple past form of the irregular verbs:

Yesterday at work, I ___ (send) an important email to my manager, ___ (speak) with two clients on the phone, ___ (find) a mistake in the report, ___ (make) the necessary corrections, and ___ (tell) my team about the changes.
Alternativas
Q4096490
Inglês Adjetivos | Adjectives , Comparativo e superlativo de adjetivos | Comparative and superlative , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Avança SP Órgão: Prefeitura de Cunha - SP Prova: Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096490 Inglês

Choose the correct form:



Mount Everest is the ___ mountain in the world.

Alternativas
Q4096484
Inglês Adjetivos | Adjectives , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Avança SP Órgão: Prefeitura de Cunha - SP Prova: Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096484 Inglês

Read the sentence:



“Our new apartment is not as noisy as our old one.”



Which interpretation is correct?

Alternativas
Q4094084
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: INSTITUTO AOCP Órgão: UFABC Prova: INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094084 Inglês
There is a global conceptual shift: learning English is no longer perceived as an “elegant achievement and symbol of social status,” but is understood as a constitutive part of basic education alongside mother tongue literacy and mathematical skills.
Considering this shift, what policy change is most crucial for developing communicative competence within the framework of higher education internationalization?
Alternativas
Q4094082
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: INSTITUTO AOCP Órgão: UFABC Prova: INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094082 Inglês
In the field of Applied Linguistics and Internationalization of Higher Education, the essential shift from traditional native-speaker models to the English as a Lingua Franca (ELF) model requires a professional to redefine Communicative Competence based on which core theoretical principle?
Alternativas
Q4094074
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: INSTITUTO AOCP Órgão: UFABC Prova: INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094074 Inglês
Read the text below, which discusses the linguistic complexity in Brazil and the status of English:
“[…] Brazil faces many challenges to learn foreign languages, be them the language of their parents (heritage languages such as Guarani and other indigenous languages or immigrant languages such as Italian, German, Japanese and Pomeranian, to cite but a few), the language of their neighbors (Spanish), the international language (English) or even appropriations of English such as Brazilian English, whatever that may be. Jenkins proposes the view of English as a multilingual franca as referring to its use in multilingual contexts where most people share the same lingua franca, and in that sense, Finardi proposes that English has the status of an international language, rather than a multilingua franca in Brazil. In a country with more than 200 languages spoken by minorities, the development of multilingualism and the view of English as a multilingua franca in Brazil represent a huge challenge for educational policies and pockets […].”
Considering the theoretical role of ELF (English as a Lingua Franca) and the context described, which statement best describes the essential function that ELF must fulfill to mitigate the national risk of linguistic isolation and strategically facilitate global engagement?
Alternativas
Q4037198
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: UNIVALI Órgão: Prefeitura de Luiz Alves - SC Prova: UNIVALI - 2025 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa - Edital nº 15 |
Q4037198 Inglês
O texto seguinte servirá de base para responder à questão.

We can learn a lot from Troy's trash

Beneath the epic tales of heroes and gods, Troy's true story is written in something far less glamorous − its rubbish.

When we think of Troy, we imagine epic battles, valiant deeds, cunning tricks and the wrath of gods. Thanks to Homer's Iliad, the city is remembered as a stage for romance and heroism.

But long before Paris stole Helen and Achilles raged on the battlefield, the people of bronze age Troy lived ordinary lives − with extraordinary consequences. They built, cooked, stored, traded and, crucially, threw things away. And they did it right where they lived.

Today, waste is whisked away quickly − out of sight, out of mind. But in bronze age Troy (3000−1000BC), trash stayed close, often accumulating in domestic dumping grounds for generations.

Having spent more than 16 summers excavating and analysing the bronze age layers of Troy, I've learned to read the city's history this waste.

Hundreds of thousands of animal bones from cattle, sheep, fish − even turtles − were found alongside vast quantities of pottery shards, ash, food scraps, and human waste. Sometimes, these layers were reused to level floors or build walls, showing how closely intertwined daily life and refuse management were.

This wasn't laziness or neglect, it was pure pragmatism. In a world without rubbish trucks or sanitation systems, managing refuse was neither chaotic nor careless, but a collective, spatially negotiated − and surprisingly strategic − effort.

The excavations I have worked on as part of the University of Tübingen's Troy Project, which has been going on since 1988, have revealed just how deliberate these routines were. Where people chose to dump, or not to dump, speaks volumes about status, social roles, and community boundaries. Waste is the diary no one meant to write, yet it records the intimate rhythms of daily life with unfiltered clarity.

Far from a nuisance, Troy's waste is an archaeologist's treasure trove.

Over nearly 2,000 years, Troy ended up with 15 meters of built-up debris. Archaeologists can see nine major building phases in it, each made up of hundreds of thin layers, which formed as people lived their everyday lives. These layers act like snapshots, quietly recording how the city changed over time. Some capture hearth cleanings, others record the rebuilding of entire city quarters.

By analysing the layers and their ratios of bones to pottery, ash concentration, presence of storage jars, grinding stones, or production debris, specific spaces of activity become visible: kitchens, workshops, storage areas, rubbish pits. What appears chaotic turns out to be a carefully structured map of everyday routines − showing where meals were prepared, tools made, and discarded objects left behind.

The story these remains tell is one of profound transformation. Troy began as a modest agrarian settlement, shaped by the steady rhythms of farming, herding, and small-scale craft. Over time, it grew into a thriving regional centre.

The archaeological record, rich in refuse, traces this long arc of change. Exotic imports fashioned from stones such as carnelian and lapis lazuli begin to appear, revealing distant trade connections. Specialised metalworking tools emerge alongside monumental architecture. some buildings stretched nearly 30 metres, signalling growing ambitions and expanding capabilities.

This rise unfolded gradually, reflected not just in grander buildings, but in shifting tools, trade, and how people dealt with what they left behind. Waste management became more organised, with designated areas for different types of waste. This reflects broader shifts in how the community structured space and managed its economy. 

Yet this ascent was interrupted. By the mid-third millennium BC, signs that things were becoming smaller appear. Architecture simplifies, household inventories shrink, production debris declines suggesting economic slowdown or political instability.

Still, Troy endured. By the mid-second millennium BC, the city revived. Refined ceramics, luxury imports and evidence of social complexity marked a new chapter of recovery and reinvention. This splendid settlement later became the stage for Homer's Trojan War where Greek warriors faced the daunting task of climbing towering mounds of debris built up over centuries just to reach the palaces.

These insights allow us to see Troy not just as a city of walls and towers, but as a living organism shaped by daily routines, unspoken norms and social negotiation. The waste left behind is a remarkably honest archive of bronze age society − beneath myths, stones, and poetry.

Troy's trash heaps are the bronze age's search history. To know what mattered 4,500 years ago, don't ask poets − ask the garbage. From broken tools to shared meals, from imported luxuries to scraps, this waste reveals the pulse of everyday life and society's evolving structure.

Ironically, these mundane refuse layers preserved the bronze age world for us. Without them, we'd know far less about early Troy's people. Their depth and composition trace changes in economy, technology, and social structure. From scraps to towers of pottery shards, waste archaeology is key to understanding early urban complexity.

So next time you picture Achilles storming Troy's gates, remember: the heroes might have been divine, but their city smelled very human.


https://theconversation.com/we-can-learn-a-lot-from-troys-trash-260613 
Consider the following excerpt:

"Far from a nuisance, Troy's waste is an archaeologist's treasure trove. Over nearly 2,000 years, Troy ended up with 15 meters of built-up debris. Archaeologists can see nine major building phases in it, each made up of hundreds of thin layers, which formed as people lived their everyday lives."

An English teacher preparing reading comprehension activities for intermediate Brazilian students analyzes this passage to identify vocabulary and conceptual challenges. Regarding lexical comprehension, idiomatic expressions, and the relationship between linguistic form and archaeological content, which pedagogical analysis is accurate?
Alternativas
Q4037192
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: UNIVALI Órgão: Prefeitura de Luiz Alves - SC Prova: UNIVALI - 2025 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa - Edital nº 15 |
Q4037192 Inglês
O texto seguinte servirá de base para responder à questão.

New research unveils the "dark side" of social media influencers and their impact on marketing and consumer behaviour

Social media influencers (SMIs) pose psychological, health and security risks and need tighter regulation, a new study finds.

SMIs have revolutionised marketing, shaping consumer behaviour, brand strategies, and even societal norms. However, new research exposes a lesser-known side of influencer culture, one that raises ethical, psychological, and regulatory concerns.

A recent study by the University of Portsmouth systematically examines the negative impacts of SMIs, highlighting issues such as misinformation, endorsement of dangerous products, unrealistic beauty standards, the fostering of a comparison culture, deceptive consumption, and privacy risks.

With influencer marketing projected to reach an estimated $480 billion by 2027, companies increasingly rely on SMIs to promote products and foster consumer trust.

A Digital Marketing Institute (2024) survey found that 60 per cent of consumers trust influencer recommendations, with nearly half of all purchasing decisions being influenced by these endorsements. However, as influencer culture grows, so do concerns about its unintended consequences. 

Many SMIs act as opinion leaders or experts within their respective areas, frequently reviewing products and leveraging their authority, expertise, or relationships with followers to influence purchasing decisions. Some inspire and entertain; others deceive and upset. The deception and damage, and their impact on consumption, need to be carefully regulated.

Yuksel Ekinci, Professor of Marketing and Sales at the University of Portsmouth

The paper, published in Psychology and Marketing, warns power of SMIs is creating a worrying consumer landscape. Unlike traditional celebrities, whose fame is typically rooted in institutional settings - such as acting, music, or sports - SMIs gain recognition through social media platforms, often relying on personal branding and consistent engagement with their audiences.

Yuksel Ekinci, Professor of Marketing and Sales at the University of Portsmouth, said: "Many SMIs act as opinion leaders or experts within their respective areas, frequently reviewing products and leveraging their authority, expertise, or relationships with followers to influence purchasing decisions. Some inspire and entertain; others deceive and upset. The deception and damage, and their impact on consumption, need to be carefully regulated."

This study organises the negative aspects of influencer marketing into six key themes:

1. Promotion of harmful products − SMIs often endorse unhealthy or dangerous products such as diet pills, detox teas, and alcohol without full disclosure, influencing consumption habits, particularly among younger audiences.

2. Dissemination of misinformation − many influencers, despite lacking expertise, spread false information about health, politics, and social issues, leading to widespread disinformation.

3. Reinforcement of unrealistic beauty standards − by presenting filtered and curated images, influencers contribute to body dissatisfaction, low self-esteem, and harmful beauty practices.

4. Fostering of comparison culture − influencer-driven content fuels lifestyle envy and social anxiety, leading to negative self-comparison and diminished wellbeing.

5. Deceptive consumption practices − some influencers engage in unethical behaviours such as undisclosed sponsorships, promotion of counterfeit goods, and misleading advertisements, undermining consumer trust.

6. Privacy concerns − the extensive data collection and sharing by influencers raise significant security and regulatory issues, posing risks for both influencers and followers.

Social media influencers hold immense power over consumer decisions and cultural norms. While they provide entertainment, inspiration, and brand engagement, the unchecked influence of some SMIs can lead to serious ethical and psychological consequences. Our study highlights the urgency for both academic and industry stakeholders to address these challenges proactively.

Dr Georgia Buckle, Research Fellow in the School of Accounting, Economics and Finance at the University of Portsmouth

The study calls for more stringent oversight, increased transparency, and ethical marketing strategies to mitigate these risks. Researchers suggest the following strategies for policymakers and marketeers:

•Transparency and ethical compliance: brands must enforce clear disclosure policies to ensure responsible influencer partnerships. 

• Regulation and consumer protection: governments should strengthen policies on influencer marketing to prevent deceptive practices and misinformation. 

• Mental health awareness: companies and influencers must prioritize authentic content that promotes well-being rather than unattainable ideals. 

• Data privacy protections: stronger safeguards and awareness campaigns are needed to protect users from privacy breaches and data exploitation.

Dr Georgia Buckle, Research Fellow in the School of Accounting, Economics and Finance at the University of Portsmouth, said: "Social media influencers hold immense power over consumer decisions and cultural norms. While they provide entertainment, inspiration, and brand engagement, the unchecked influence of some SMIs can lead to serious ethical and psychological consequences. Our study highlights the urgency for both academic and industry stakeholders to address these challenges proactively."

This research offers a critical framework for analysing influencer culture beyond its commercial benefits, emphasising the need for ethical marketing practices and a healthier digital ecosystem.


https://www.port.ac.uk/news-events-and-blogs/news/new-research-unv eils-the-dark-side-of-social-media-influencers-and-their-impact-on-mark eting-and-consumer-behaviour
An English teacher implementing Content and Language Integrated Learning (CLIL) methodology is designing a unit on media literacy using the text "New research unveils the 'dark side' of social media influencers" as anchor material. The lesson objectives include developing critical reading skills, expanding academic vocabulary related to marketing and psychology, and fostering critical thinking about digital culture. Aligning with Base Nacional Comum Curricular (BNCC) competências gerais emphasizing critical digital literacy and the disciplina Língua Inglesa's focus on expanding students' critical repertoires regarding English-language cultural products and practices, the teacher plans to scaffold student engagement with this complex authentic text. Considering second language reading theory, particularly Krashen's Input Hypothesis requiring comprehensible input (i+1), schema theory's emphasis on activating background knowledge, and BNCC's vision of English education as tool for critical citizenship, which instructional sequence demonstrates the most theoretically sound and pedagogically effective approach?
Alternativas
Q4035334
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: UNIVALI Órgão: Prefeitura de Itajaí - SC Prova: UNIVALI - 2025 - Prefeitura de Itajaí - SC - Professor Inglês - Ensino Fundamental / Educação Infantil/ Educação Integral/ EJA |
Q4035334 Inglês
O ensino integrado das habilidades linguísticas é essencial para a competência comunicativa. Qual das opções a seguir descreve uma atividade que integra corretamente as habilidades de Listening e Speaking?
Alternativas
Q4035330
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: UNIVALI Órgão: Prefeitura de Itajaí - SC Prova: UNIVALI - 2025 - Prefeitura de Itajaí - SC - Professor Inglês - Ensino Fundamental / Educação Infantil/ Educação Integral/ EJA |
Q4035330 Inglês
A Base Nacional Comum Curricular (BNCC) redefine o papel do ensino de língua inglesa na educação básica brasileira. Qual é a função social atribuída a esse componente curricular no documento?
Alternativas
Q4034376
Inglês Interpretação de texto | Reading comprehension , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: UNIVALI Órgão: Prefeitura de Luiz Alves - SC Prova: UNIVALI - 2025 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa - Edital nº 12 |
Q4034376 Inglês
Digital archeology

The City Gallery presents Filip Popov with his exhibition "Digital Archeology"

With a large exhibition, including works from his most famous cycles, the visual artist Filip Popov will exhibit in the Hall "2019" at 32 Gladstone Street from March 2 to 31.

For the first time the artist makes such a large-scale performance in the city where he was born.

The opening will be on March 2 from 17:00 to 19:30.

The topics that excite the author of the exhibition "Digital Archeology" can be deciphered in the titles of the series of works created over the past 8 years: TransOrganic, Para Bellum, Order, Posthuman, Paleomatic Monologues and Prayers to the latest series - Bunker City and Zero City. As Velizara Ivanova emphasizes in her analysis:

Combining works dating back to 2014, Digital Archeology reflects Philip Popov's continuing focus on the posthumanism and transhumanism, confronting technology and our uncertain future and insight into the way machines are woven into our tomorrow's world. "

Born in 1964 in Plovdiv, Filip Popov spent several years of his childhood in Germany, where he formed his ideas for unity between art, architecture, design and technology. He studied art at the National Academy of Arts in Sofia, moved to Basel to study at the Kunstgewerbeschule, and later lived in Zurich.

He has had solo exhibitions at EASA, West Berlin (1988), EKG, Wetzikon, CH (1993), Binz Foundation 39, Zurich (1994), Kunsthalle Liesthal, CH (1996), ArtFront Gallery, Tokyo (2005). It is presented in the most famous galleries in Sofia and the country. In 2014 he participated in the National Autumn Exhibitions in Plovdiv. Filip Popov exhibits his works in numerous group exhibitions in Bulgaria, Switzerland, Austria, France.


https://www.visitplovdiv.com/en/node/10577
Consider the following pedagogical situation:
An English teacher preparing a lesson on the text "Digital Archeology" for Brazilian high school students wants to design activities that develop critical reading skills, intercultural competence, and linguistic awareness while aligning with Base Nacional Comum Curricular (BNCC) competencies. The teacher plans to explore the text's themes of art, technology, posthumanism, and cultural mobility (artist's international trajectory). When selecting the most pedagogically sound approach that integrates language skills, cultural awareness, and critical thinking as emphasized by BNCC for English language teaching, the teacher should: 
Alternativas
Q4034374
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: UNIVALI Órgão: Prefeitura de Luiz Alves - SC Prova: UNIVALI - 2025 - Prefeitura de Luiz Alves - SC - Professor de Língua Inglesa - Edital nº 12 |
Q4034374 Inglês
Digital archeology

The City Gallery presents Filip Popov with his exhibition "Digital Archeology"

With a large exhibition, including works from his most famous cycles, the visual artist Filip Popov will exhibit in the Hall "2019" at 32 Gladstone Street from March 2 to 31.

For the first time the artist makes such a large-scale performance in the city where he was born.

The opening will be on March 2 from 17:00 to 19:30.

The topics that excite the author of the exhibition "Digital Archeology" can be deciphered in the titles of the series of works created over the past 8 years: TransOrganic, Para Bellum, Order, Posthuman, Paleomatic Monologues and Prayers to the latest series - Bunker City and Zero City. As Velizara Ivanova emphasizes in her analysis:

Combining works dating back to 2014, Digital Archeology reflects Philip Popov's continuing focus on the posthumanism and transhumanism, confronting technology and our uncertain future and insight into the way machines are woven into our tomorrow's world. "

Born in 1964 in Plovdiv, Filip Popov spent several years of his childhood in Germany, where he formed his ideas for unity between art, architecture, design and technology. He studied art at the National Academy of Arts in Sofia, moved to Basel to study at the Kunstgewerbeschule, and later lived in Zurich.

He has had solo exhibitions at EASA, West Berlin (1988), EKG, Wetzikon, CH (1993), Binz Foundation 39, Zurich (1994), Kunsthalle Liesthal, CH (1996), ArtFront Gallery, Tokyo (2005). It is presented in the most famous galleries in Sofia and the country. In 2014 he participated in the National Autumn Exhibitions in Plovdiv. Filip Popov exhibits his works in numerous group exhibitions in Bulgaria, Switzerland, Austria, France.


https://www.visitplovdiv.com/en/node/10577
Consider the following excerpt:
"Born in 1964 in Plovdiv, Filip Popov spent several years of his childhood in Germany, where he formed his ideas for unity between art, architecture, design and technology."
An English teacher designing a reading comprehension lesson for intermediate Brazilian students analyzes this biographical sentence to identify potential comprehension obstacles. Regarding vocabulary, syntax, and cultural references that may challenge Brazilian EFL learners, and considering effective scaffolding strategies aligned with communicative language teaching and BNCC principles, which analysis is pedagogically accurate?
Alternativas
Q3997825
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Prefeitura de Itapoá - SC Órgão: Prefeitura de Itapoá - SC Prova: Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997825 Inglês
 Segundo a BNCC, no ensino da Língua Inglesa nos anos iniciais, a língua deve ser vista como: 
Alternativas
Q3997822
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Prefeitura de Itapoá - SC Órgão: Prefeitura de Itapoá - SC Prova: Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997822 Inglês
Qual concepção metodológica é coerente com as diretrizes da BNCC para o ensino de Língua Inglesa nos anos iniciais?
Alternativas
Q3997821
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2025 Banca: Prefeitura de Itapoá - SC Órgão: Prefeitura de Itapoá - SC Prova: Prefeitura de Itapoá - SC - 2025 - Prefeitura de Itapoá - SC - Professor - Inglês - Edital nº 26 |
Q3997821 Inglês
De acordo com a BNCC, o ensino da Língua Inglesa nos anos iniciais deve priorizar:
Alternativas
Respostas
321: B
322: C
323: C
324: D
325: D
326: E
327: D
328: E
329: D
330: C
331: A
332: D
333: B
334: B
335: B
336: B
337: A
338: B
339: B
340: C
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