Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
Q4147160
Inglês
Texto associado
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
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?
Q4147159
Inglês
Texto associado
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
Q4147158
Inglês
Texto associado
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).
According to the Base Nacional Comum Curricular (BNCC), the approach to English as a Lingua Franca imposes challenges and
new priorities for teaching, among which is the deepening of reflections on the relationships between language, identity and
culture, and the development of intercultural competence. In order to follow the BNCC, which quote do you consider appropriate
for the initial warm-up to introduce Adichie’s text and why?
Q4147157
Inglês
Texto associado
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).
Based on the discussion proposed by the text, which teaching objective is aligned with the principles of the Base Nacional
Comum Curricular (BNCC)?
Q4147156
Inglês
Texto associado
O Google lançou esta semana uma coleção com experimentos de inteligência artificial — desenvolvida com o modelo Gemini.
Cada um dos experimentos da chamada Little Language Lessons, que ainda é uma exploração inicial, aborda uma maneira
diferente pela qual a inteligência artificial pode apoiar a aprendizagem no mundo real.
O primeiro é o Tiny Lesson. Com ele, o usuário descreve uma situação, por exemplo “pedir informações” ou “encontrar um
passaporte perdido”, e recebe vocabulário, frases e dicas gramaticais úteis, adaptados a esse contexto.
O segundo é o Slang Hang, que gera conversas autênticas para ajudar o usuário a aprender expressões e gírias. A pessoa pode
acompanhar o desenrolar de um diálogo entre falantes nativos, revelando uma mensagem de cada vez e desvendando termos
desconhecidos à medida que aparecem.
“Um dos aspectos mais interessantes deste experimento é o elemento da narrativa emergente. Cada cena é única e gerada
na hora — pode ser um vendedor ambulante conversando com um cliente, dois colegas de trabalho se encontrando no metrô
ou até mesmo um casal de amigos há muito perdidos se reencontrando inesperadamente em uma exposição de animais de
estimação exóticos”, pontuou Wade, acrescentando que pode haver erros de precisão. “Ocasionalmente, ele usa incorretamente
certas expressões e gírias, ou até mesmo as inventa. Os Large Language Models (LLM) ainda não são perfeitos e, por isso, é
importante fazer referências cruzadas com fontes confiáveis”.
VEIGA, C. Google Launches AI Tools to Teach Languages. Disponível em: https://epocanegocios.globo.com.
Acesso em: 2 maio 2025 (adaptado).
In a high school English class, students are using one of the AI tools described in the article to practice informal conversation.
Based on the impacts mentioned in the article, how can the teacher promote students’ autonomy and critical use of AI?
Q4147155
Inglês
Texto associado
O Google lançou esta semana uma coleção com experimentos de inteligência artificial — desenvolvida com o modelo Gemini.
Cada um dos experimentos da chamada Little Language Lessons, que ainda é uma exploração inicial, aborda uma maneira
diferente pela qual a inteligência artificial pode apoiar a aprendizagem no mundo real.
O primeiro é o Tiny Lesson. Com ele, o usuário descreve uma situação, por exemplo “pedir informações” ou “encontrar um
passaporte perdido”, e recebe vocabulário, frases e dicas gramaticais úteis, adaptados a esse contexto.
O segundo é o Slang Hang, que gera conversas autênticas para ajudar o usuário a aprender expressões e gírias. A pessoa pode
acompanhar o desenrolar de um diálogo entre falantes nativos, revelando uma mensagem de cada vez e desvendando termos
desconhecidos à medida que aparecem.
“Um dos aspectos mais interessantes deste experimento é o elemento da narrativa emergente. Cada cena é única e gerada
na hora — pode ser um vendedor ambulante conversando com um cliente, dois colegas de trabalho se encontrando no metrô
ou até mesmo um casal de amigos há muito perdidos se reencontrando inesperadamente em uma exposição de animais de
estimação exóticos”, pontuou Wade, acrescentando que pode haver erros de precisão. “Ocasionalmente, ele usa incorretamente
certas expressões e gírias, ou até mesmo as inventa. Os Large Language Models (LLM) ainda não são perfeitos e, por isso, é
importante fazer referências cruzadas com fontes confiáveis”.
VEIGA, C. Google Launches AI Tools to Teach Languages. Disponível em: https://epocanegocios.globo.com.
Acesso em: 2 maio 2025 (adaptado).
Considering the text, which of the following AI-based resources supports English language writing practices in learning contexts?
Q4147154
Inglês
Texto associado
O Google lançou esta semana uma coleção com experimentos de inteligência artificial — desenvolvida com o modelo Gemini.
Cada um dos experimentos da chamada Little Language Lessons, que ainda é uma exploração inicial, aborda uma maneira
diferente pela qual a inteligência artificial pode apoiar a aprendizagem no mundo real.
O primeiro é o Tiny Lesson. Com ele, o usuário descreve uma situação, por exemplo “pedir informações” ou “encontrar um
passaporte perdido”, e recebe vocabulário, frases e dicas gramaticais úteis, adaptados a esse contexto.
O segundo é o Slang Hang, que gera conversas autênticas para ajudar o usuário a aprender expressões e gírias. A pessoa pode
acompanhar o desenrolar de um diálogo entre falantes nativos, revelando uma mensagem de cada vez e desvendando termos
desconhecidos à medida que aparecem.
“Um dos aspectos mais interessantes deste experimento é o elemento da narrativa emergente. Cada cena é única e gerada
na hora — pode ser um vendedor ambulante conversando com um cliente, dois colegas de trabalho se encontrando no metrô
ou até mesmo um casal de amigos há muito perdidos se reencontrando inesperadamente em uma exposição de animais de
estimação exóticos”, pontuou Wade, acrescentando que pode haver erros de precisão. “Ocasionalmente, ele usa incorretamente
certas expressões e gírias, ou até mesmo as inventa. Os Large Language Models (LLM) ainda não são perfeitos e, por isso, é
importante fazer referências cruzadas com fontes confiáveis”.
VEIGA, C. Google Launches AI Tools to Teach Languages. Disponível em: https://epocanegocios.globo.com.
Acesso em: 2 maio 2025 (adaptado).
According to the text, what is the main pedagogical contribution of these new AI-based experiments to language learning?
Q4147151
Inglês
Texto associado
Garcia (2009) é quem expande o conceito de translinguagem, que parte de uma visão heteroglóssica, em que o sujeito possui
um único repertório linguístico e suas práticas linguísticas e dinâmicas semióticas são superiores às línguas convencionais de
países e estados. Liberali (2013) defende esta perspectiva e enfatiza a necessidade de termos que considerar o currículo da
educação multi/bilíngue a partir das atividades e práticas sociais e permitir aos alunos expandirem seu repertório e suas formas
de participação. A educação bilíngue consiste em um programa educacional formal que se faz presente pelo aprendizado de
componentes curriculares pela instrução em duas línguas e não manter o foco apenas no aprendizado da língua. Aqui no
Brasil, podemos distinguir a educação bilíngue em dois grandes grupos: dominante (educação bilíngue de línguas de prestígio,
frequentemente de escolas particulares de elite em que se objetiva o aprendizado de uma segunda língua, como o inglês) e
minoritários (educação indígena, migrantes de crise, educação em regiões de fronteiras, educação de surdos).
Projeto-piloto: escola bilíngue com adequações. Disponível em: www.ibipora.pr.gov.br. Acesso em: 2 maio 2025 (adaptado).
Which perspective on bilingual education is coherent to the text?
Q4147147
Inglês
Texto associado
In a high school EFL 50-minute lesson, the teacher selects a short authentic news article on climate change to introduce some
reading strategies. The teacher begins by activating students’ background knowledge through a quick discussion in English
about environmental issues. Then, she explains two key reading strategies — skimming and scanning — using visual aids and
simple English definitions.
Students are first asked to skim the text in pairs to get the main idea, take some notes, and discuss the overall topic. Then, they
scan the article to answer questions such as “What year was the article published?” or “Which countries are mentioned?”. The
teacher monitors the group work, encouraging students to interact in English and supporting them when needed. Afterwards,
the class discusses the purpose of each strategy and how they help understand texts more efficiently.
Based on the description of the lesson plan, which procedure corresponds to the warm-up stage?
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:
(__)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:
Ano: 2025
Banca:
ACCESS
Órgão:
Prefeitura de Rodeiro - MG
Prova:
ACCESS - 2025 - Prefeitura de Rodeiro - MG - Professor de Atividade Específica - Professor II (Inglês) |
Q4111597
Inglês
O ensino de vocabulário evoluiu de listas isoladas para
abordagens baseadas em contexto e corpora. O conceito
de 'Collocation' (colocação) é central para a fluência e
naturalidade. Assim, registre V, para as afirmativas
verdadeiras, e F, para as falsas:
(__)'Strong tea' e 'powerful computer' são exemplos de colocações léxicas fixas ou semi-fixas, onde a troca dos adjetivos ('powerful tea') soaria não natural para um falante nativo.
(__)O ensino de colocações deve ser evitado nos níveis iniciais, devendo o professor focar exclusivamente em palavras isoladas e suas traduções diretas para não sobrecarregar cognitivamente o aluno.
(__)O Princípio do Idioma (The Idiom Principle), proposto por Sinclair, sugere que os falantes operam com um grande número de frases pré-construídas ou semi-pré-construídas, o que justifica o ensino de 'chunks' lexicais.
(__)As colocações gramaticais diferem das lexicais pois envolvem, invariavelmente, uma preposição combinada com um substantivo, adjetivo ou verbo (ex: 'depend on', 'afraid of').
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
(__)'Strong tea' e 'powerful computer' são exemplos de colocações léxicas fixas ou semi-fixas, onde a troca dos adjetivos ('powerful tea') soaria não natural para um falante nativo.
(__)O ensino de colocações deve ser evitado nos níveis iniciais, devendo o professor focar exclusivamente em palavras isoladas e suas traduções diretas para não sobrecarregar cognitivamente o aluno.
(__)O Princípio do Idioma (The Idiom Principle), proposto por Sinclair, sugere que os falantes operam com um grande número de frases pré-construídas ou semi-pré-construídas, o que justifica o ensino de 'chunks' lexicais.
(__)As colocações gramaticais diferem das lexicais pois envolvem, invariavelmente, uma preposição combinada com um substantivo, adjetivo ou verbo (ex: 'depend on', 'afraid of').
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Cunha - SP
Prova:
Avança SP - 2025 - Prefeitura de Cunha - SP - PEB II - Professor de Inglês |
Q4096485
Inglês
Complete the sentence with the correct superlatives:
“During our trip, we read the ______ (good) novel of the author, faced the ______ (bad) storm of the season, and reached the ______ (far) village from the city.”
“During our trip, we read the ______ (good) novel of the author, faced the ______ (bad) storm of the season, and reached the ______ (far) village from the city.”
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094086
Inglês
Consider the situation below:
“A: video? some doc – documentary about Climate Change hm hm hm yeah and . . . it B: yes and . . . and you know if you have a Climate Change policy in the future you, you might not A: it’s an immoral yes immoral because er Climate Change means anyway they restrict economic rights B: no no no, I mean – er you mean that Climate Change is immoral and we shouldn’t restrict A: which one is first? . . . the Climate Change eh yes? . . . what do you think, B: the reason that I er I’m against the Climate Change policy . . . when I was at school mh I A: very hard for the government. If er the Climate Change policy is not permitted and they will B: Climate Change? eh yes? . . . what do you think, Climate Change is an immoral act or not? hmm,”
The provided text analyzes a conversation in which the controversial concept of “Climate Change” functions as a keyword and is notably often preceded by the definite article ('the Climate Change'). This signals that speakers are often referring to the concept in general terms, which can heighten its sensitive, abstract, and politicized nature.
In your role as a Technical Specialist in Educational Affairs, advising a research team preparing a publication on an equally controversial, general concept (e.g., 'sustainable development equity' or 'global carbon tax') for an international journal, which directive best integrates Communicative Competence in ELF with the principles of Interculturality when addressing such “keywords”? Adapted from: DEWEY, Martin. English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, v. 17, n. 3, 2007, p. 340.
“A: video? some doc – documentary about Climate Change hm hm hm yeah and . . . it B: yes and . . . and you know if you have a Climate Change policy in the future you, you might not A: it’s an immoral yes immoral because er Climate Change means anyway they restrict economic rights B: no no no, I mean – er you mean that Climate Change is immoral and we shouldn’t restrict A: which one is first? . . . the Climate Change eh yes? . . . what do you think, B: the reason that I er I’m against the Climate Change policy . . . when I was at school mh I A: very hard for the government. If er the Climate Change policy is not permitted and they will B: Climate Change? eh yes? . . . what do you think, Climate Change is an immoral act or not? hmm,”
The provided text analyzes a conversation in which the controversial concept of “Climate Change” functions as a keyword and is notably often preceded by the definite article ('the Climate Change'). This signals that speakers are often referring to the concept in general terms, which can heighten its sensitive, abstract, and politicized nature.
In your role as a Technical Specialist in Educational Affairs, advising a research team preparing a publication on an equally controversial, general concept (e.g., 'sustainable development equity' or 'global carbon tax') for an international journal, which directive best integrates Communicative Competence in ELF with the principles of Interculturality when addressing such “keywords”? Adapted from: DEWEY, Martin. English as a lingua franca and globalization: an interconnected perspective. International Journal of Applied Linguistics, v. 17, n. 3, 2007, p. 340.
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?
Considering this shift, what policy change is most crucial for developing communicative competence within the framework of higher education internationalization?
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
UFABC
Prova:
INSTITUTO AOCP - 2025 - UFABC - Técnico em Assuntos Educacionais - Letras |
Q4094077
Inglês
A graduate research project involving the
university you work for and a key German partner
(whose researchers are non-native English
speakers) has stalled due to a series of
misinterpreted emails. The German partner found
the Brazilian emails too direct and 'unprofessional'
(low-context communication style), while the
Brazilian team viewed the German responses as
'excessively formal and slow.'
In this case, which strategic action best demonstrates the application of Communicative Competence in an English as a Lingua Franca (ELF) and Interculturality context to resolve the impasse and provide capacity building to the Brazilian team?
In this case, which strategic action best demonstrates the application of Communicative Competence in an English as a Lingua Franca (ELF) and Interculturality context to resolve the impasse and provide capacity building to the Brazilian team?
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
Texto associado
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?
"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?
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
Texto associado
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?
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?
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
Texto associado
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:
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:
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 |
Q4034369
Inglês
Texto associado
Cold Kimchi Tomato Bibim Noodles
Ingredients
For the sauce
3 tablespoons tomato paste
2 tablespoons gochujang
1 teaspoon kosher salt
1 1/2 tablespoons sesame oil
3 tablespoons apple cider vinegar
3 tablespoons kimchi juice
1 tablespoon honey
1 cup chopped kimchi
For the noodles
150 grams somen noodles
For the toppings
2 Persian cucumbers, sliced into matchsticks
1 shallot, minced
2 cups cherry tomatoes, halved
2 soft-boiled eggs (7 minutes, jammy yolks)
4 radishes, thinly sliced
To finish
Extra sesame oil, for drizzling
2 tablespoons furikake
Handful of cilantro
Directions
•Step 1
Make the sauce: In a medium bowl, whisk together the
tomato paste, gochujang, salt, sesame oil, vinegar,
kimchi juice, and honey until smooth. Stir in the chopped
kimchi until evenly coated.
•Step 2
Cook the noodles: Bring a pot of water to a rolling boil.
Add the somen noodles and cook for 3 to 4 minutes, until
just tender. Drain and rinse under cold water until
completely cooled, then shake off excess water.
•Step 3
Toss together: Add the chilled noodles to the sauce bowl.
Using tongs, gently mix until each strand is coated in the
kimchi-gochujang sauce.
•Step 4
Assemble: Divide the noodles between bowls. Top with
cucumbers, shallot, tomatoes, soft-boiled eggs, and
radishes.
•Step 5
Finish & serve: Drizzle with a little extra sesame oil,
sprinkle with furikake, and top with cilantro. Mix
everything together at the table before eating.
https://food52.com/recipes/cold-kimchi-tomato-bibim-noodles
Consider the following pedagogical scenario:
An English teacher planning a lesson for Brazilian high school students using this recipe as authentic material wants to analyze the syntactic complexity and verb phrase structures to assess text difficulty level and design appropriate scaffolding activities. Examining sentences like "Bring a pot of water to a rolling boil," "Stir in the chopped kimchi until evenly coated," and "Using tongs, gently mix until each strand is coated," the teacher conducts a syntactic analysis focusing on verb phrase types, clause structures, and non-finite constructions. Regarding the syntactic features that impact text difficulty and pedagogical implications for supporting reading comprehension among intermediate EFL learners, which analysis is syntactically and pedagogically accurate?
An English teacher planning a lesson for Brazilian high school students using this recipe as authentic material wants to analyze the syntactic complexity and verb phrase structures to assess text difficulty level and design appropriate scaffolding activities. Examining sentences like "Bring a pot of water to a rolling boil," "Stir in the chopped kimchi until evenly coated," and "Using tongs, gently mix until each strand is coated," the teacher conducts a syntactic analysis focusing on verb phrase types, clause structures, and non-finite constructions. Regarding the syntactic features that impact text difficulty and pedagogical implications for supporting reading comprehension among intermediate EFL learners, which analysis is syntactically and pedagogically accurate?
Conheça nossos planos