Considering the linguistic elements in the text, 

According to the text, 

In the excerpt which follows, the teacher is describing activities he/she can conduct with his/her students. Read it to answer question.
Describing pictures
One simple activity that we can do with our students is to ask them to look for a photo that they enjoy, in their Photo Gallery and describe it to their speaking partner (who is in the photo, where it was taken, when it was taken, etc.). This activity generates a lot of speaking and it can even work in a lowresource class. Students can also use pictures to talk to their partners about what they did the previous weekend, in summer, etc.
Taking pictures
We can encourage our learners to take photos of menus, street signs, advertisements or posters in English and read them carefully. Students can also try to spot spelling errors or incorrect use of apostrophe (‘s).
Recording conversations/words
The voice recorder is now a substitute for the portable cassette recorder. An idea for a simple activity that we can do is get the students record themselves speaking, whether it is for short dialogues with their partners or words. Students can then listen to themselves and become more aware of their mistakes.
Using QR codes for reading activities
QR codes are becoming increasingly popular. What a QR code does is bring up a website link that it is connected to or a text for students to read. In order to use QR codes, the phone needs to have a QR code reader and a camera. The teacher can simply display the QR code in the classroom and the learners can scan it and be directed to the text or grammar exercise. Another way to use QR codes is to hide pieces of paper with QR codes in the school and have students search for them, scan them and read the text they are directed to.
Disponível em: . Acesso em: 9 mar. 2020. (Adaptado). 
 By analyzing the descriptions, the teacher uses principles based on

Observe o infográfico a seguir para responder à questão.

Os tipos de avaliação de aprendizagem apresentados no infográfico mostram que 

From the instructor’s comments on the student’s e-mail, he is 

Based on the instructor’s comments, the title of the cartoon can be re-written as

Os elementos linguísticos do texto do cartum revelam que

Leia o texto para responder à questão a seguir.
According to Collie and Slater in Cruz (2010) literature can be regarded as a rich source of ‘authentic material’ because it conveys two features in its written text: one is ‘language in use,’ that is, the employment of linguistics by those who have mastered it into a fashion intended for native speakers; the second is an aesthetic representation of the spoken language which is meant to recover or represent language within a certain cultural context. . (…) Literature as aesthetic recreation (that is, as something artificial) can be considered a much more “authentic” source and can inspire more authority in the use and enrichment of language than English textbooks or even than direct samples of language, more so if learners develop an “aesthetic reading” of the text (Langer, 1991, 1998; Many, Gerla, Wiseman, & Ellis, 1995). Through this personal and social experience students can develop a closer relationship with language, since they are reconstructing the target language on their own for their own learning process. There are some genres in literature including poetry, short fiction, drama and novel. (…) Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice for English language learners. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns. (…) There are three principles to consider in material selection; 1) readability, it means that the poem is able to be read. It has to be clear to read, listen, or watch it on video. 2) suitability, the children are going to read, hear, learn the words, and words convey information and content that are appropriate to their age, maturity, and culture. 3) exploitability, it may simply be for fun and motivation, for social enjoyment within the classroom and worthy purpose. FAUZIAH. The Approaches to Teaching Literature for Young Learners. Journal of English Language Teaching and Linguistics (JELTL) e-ISSN: 2502- 6062, 2016, Vol. 1 (2) www.jeltl.org p. 145-158. Disponível em: . Acesso em: 4 mar. 2020.
Baseando-se na leitura do texto,

Em relação aos aspectos semânticos e lexicais, qual é a alternativa que corresponde ao texto?

In terms of the linguistic aspects and text comprehension, which alternative corresponds to the text?