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Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2025 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3712120
Inglês
Which of the following sentences correctly use
demonstrative pronouns according to their meaning and
context?
I.This are the books I borrowed from the library last week.
II.Those were the students who presented their projects yesterday.
III.These is the report that needs to be submitted today.
IV.That is the policy changes we discussed in the meeting.
V.These documents provide all the necessary information for the audit.
I.This are the books I borrowed from the library last week.
II.Those were the students who presented their projects yesterday.
III.These is the report that needs to be submitted today.
IV.That is the policy changes we discussed in the meeting.
V.These documents provide all the necessary information for the audit.
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2025 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3712119
Inglês
According to the 2017 Brazilian curriculum guidelines
(BNCC), the planning of literacy practices in a systematic
and progressive manner helps students to:
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2025 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3712118
Inglês
Which of the following sentences correctly use
comparative or superlative adjectives?
I.This book is more interesting than the one I read last week.
II.She is the most smartest student in her class.
III.The weather today is colder than yesterday morning.
IV.He runs more faster than his brother.
V.This is the taller building in the city of Dubai.
I.This book is more interesting than the one I read last week.
II.She is the most smartest student in her class.
III.The weather today is colder than yesterday morning.
IV.He runs more faster than his brother.
V.This is the taller building in the city of Dubai.
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2025 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3712117
Inglês
Select the option that shows the sentences which present
the correct use and conjugation of verbs in the Past
Simple:
I.She completed the project before the deadline last week.
II.They were discuss the problem for hours yesterday.
III.He wrote several articles about climate change in 2020.
IV.We goes to the conference in São Paulo last year.
V.I comprehend the manager's instructions during the meeting.
I.She completed the project before the deadline last week.
II.They were discuss the problem for hours yesterday.
III.He wrote several articles about climate change in 2020.
IV.We goes to the conference in São Paulo last year.
V.I comprehend the manager's instructions during the meeting.
Ano: 2025
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2025 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3712116
Inglês
Conditional sentences, also known as if clauses, are
used to talk about situations and their possible results.
They can express real possibilities, hypothetical
situations, or even imagined outcomes in the past,
present, or future.
Based on the use of conditional sentences, which of the following sentences correctly uses a conditional (if clause)?
Based on the use of conditional sentences, which of the following sentences correctly uses a conditional (if clause)?
Q3711764
Inglês
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lin’d,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything
1- Check your overall understanding of the text by deciding if the statements below are true (T) or false (F).
( ) The text is largely autobiographical.
( ) The text clearly makes a criticism of the government of the period.
( ) The idea of the text is that the world can be compared to a stage.
( ) The character being portrayed in the text is not a woman.
( ) Some kinds of clothes described in the text are typical of a period and of a country.
( ) The author points out the best qualities and attitudes of a person in each phase of life.
( ) The author uses comparisons to explain what humans look like and how they act in different ages of their lives.
DIAS, R.; JUCA, L.; FARIA, R. Prime: inglês para o ensino médio. São Paulo: Macmillan, 2014 (adaptado).
This textbook page brings an activity which aligns well with the Base Nacional Comum Curricular (BNCC) English language section, which emphasizes the development of students’ critical reading, interpretation, and reflection on different textual genres, including literary texts. This statement is correct because students
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lin’d,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything
1- Check your overall understanding of the text by deciding if the statements below are true (T) or false (F).
( ) The text is largely autobiographical.
( ) The text clearly makes a criticism of the government of the period.
( ) The idea of the text is that the world can be compared to a stage.
( ) The character being portrayed in the text is not a woman.
( ) Some kinds of clothes described in the text are typical of a period and of a country.
( ) The author points out the best qualities and attitudes of a person in each phase of life.
( ) The author uses comparisons to explain what humans look like and how they act in different ages of their lives.
DIAS, R.; JUCA, L.; FARIA, R. Prime: inglês para o ensino médio. São Paulo: Macmillan, 2014 (adaptado).
This textbook page brings an activity which aligns well with the Base Nacional Comum Curricular (BNCC) English language section, which emphasizes the development of students’ critical reading, interpretation, and reflection on different textual genres, including literary texts. This statement is correct because students
Q3711763
Inglês
Texto associado
Lesson
Plan
Title: ____________________
Target Group: High School – 2nd or 3rd year
Duration: 2 classes (50 minutes each)
Learning objective: ____________________
Resources:
References:
ANISTIA INTERNACIONAL. www.diversified.com/
EL YAAFOURI , L. Available at: https://www.youtube.com. Acessed in 2019.
JOY, K. Available at: www.facebook.com
SHIRE, W. Home. Available at: https://www.therightsangle.wordpress.com. Acessed in 2018.
In the third class of this lesson plan based on Warsan Shire’s poem Home, the teacher wants to assess students’ ability to
recognize and interpret figures of speech. Therefore, which of the following classroom tasks best aligns with this objective?
Q3711761
Inglês
Texto associado
Lesson
Plan
Title: ____________________
Target Group: High School – 2nd or 3rd year
Duration: 2 classes (50 minutes each)
Learning objective: ____________________
Resources:
References:
ANISTIA INTERNACIONAL. www.diversified.com/
EL YAAFOURI , L. Available at: https://www.youtube.com. Acessed in 2019.
JOY, K. Available at: www.facebook.com
SHIRE, W. Home. Available at: https://www.therightsangle.wordpress.com. Acessed in 2018.
A high school teacher designed the lesson plan presented in the text, which consisted of a two-day sequence combining
reading, discussion, group analysis, and multimodal production. Which lesson title and learning objective complete the missing
information in the lesson plan?
Q3711760
Inglês
“Oh!” cried Anne eagerly, “I hope I do justice to all that is felt by you, and by those who resemble you. God forbid that I should
undervalue the warm and faithful feelings of any of my fellow-creatures! I should deserve utter contempt if I dared to suppose
that true attachment and constancy were known only by woman. No, I believe you capable of everything great and good in
your married lives. I believe you equal to every important exertion, and to every domestic forbearance, so long as — if I may
be allowed the expression — so long as you have an object. I mean while the woman you love lives, and lives for you. All the
privilege I claim for my own sex (it is not a very enviable one; you need not covet it), is that of loving longest, when existence
or when hope is gone”.
AUSTEN, J. Persuasion. Phoenix Edition, 2001.
In a public high school, an English teacher uses the excerpt from Jane Austen’s Persuasion to help students recognize and analyze literary language features such as irony, tone, and figurative expressions. This pedagogical approach meets Base Nacional Comum Curricular (BNCC) standards by promoting critical literacy and interpretive skills in English language learning. What is the primary focus of the teacher’s lesson using the Persuasion excerpt?
AUSTEN, J. Persuasion. Phoenix Edition, 2001.
In a public high school, an English teacher uses the excerpt from Jane Austen’s Persuasion to help students recognize and analyze literary language features such as irony, tone, and figurative expressions. This pedagogical approach meets Base Nacional Comum Curricular (BNCC) standards by promoting critical literacy and interpretive skills in English language learning. What is the primary focus of the teacher’s lesson using the Persuasion excerpt?
Q3711757
Inglês
Texto associado
TEXT 1
Available at: www.dailymail.co.uk. Acessed: May 8, 2025.
TEXT 2
In 2022, Wales qualified for the FIFA World Cup for the first time since 1958. The nation responded with great enthusiasm, and the song Waka Waka Cymru became one of several cultural expressions of national pride. The lyrics feature multiple languages and references to both Welsh and African traditions, blending local identity with global influences.
Available at: www.dailymail.co.uk. Acessed: May 8, 2025.
In reference to the multilingual lyrics and cultural blending presented in Waka Waka Cymru, which of the following classroom
activity reflects an inclusive and context-aware approach to teaching English varieties and global linguistic practices?
Q3711756
Inglês
Texto associado
TEXT 1
Available at: www.dailymail.co.uk. Acessed: May 8, 2025.
TEXT 2
In 2022, Wales qualified for the FIFA World Cup for the first time since 1958. The nation responded with great enthusiasm, and the song Waka Waka Cymru became one of several cultural expressions of national pride. The lyrics feature multiple languages and references to both Welsh and African traditions, blending local identity with global influences.
Available at: www.dailymail.co.uk. Acessed: May 8, 2025.
The presented lyrics mix terms in English, Welsh, and Cameroonian Fang language. In the chorus, Tsamina mina and Waka Waka
are famously featured in the South Africa 2010 World Cup anthem, and Cymru is the Welsh name of the country, followed by
We’re going to Qatar. This hybrid composition reflects the multilingual and multicultural nature of global football culture. Which
quote from the Base Nacional Comum Curricular (BNCC) relates this idea to the concept of language use in such document?
Q3711755
Inglês
TEXT 1
Two worlds of words
I learned to talk when I was young.
My grandma’s singing filled my ears.
My family spoke the native tongue
our ancestors passed through the years.
I knew the names of everything.
My voice was fast.
My thoughts were strong.
My grandma taught me how to sing.
Back then my accent wasn’t wrong.
Between two worlds my brain is caught.
Your language grows inside my mind.
I have two words for every thought.
But sometimes yours is hard to find.
We learn to talk when we are small.
First language gets a running part.
I speak your words but that’s not all.
My grandma’s songs still fill my heart.
Available at: https://poemfarm.amylv.com. Acessed: May 20, 2025.
TEXT 2
Two worlds: languages IRL and Online
The Base Nacional Comum Curricular (BNCC) presents ten general competences concerned with human development, social justice, and enviromental preservation, as well as the approach to English as a Lingua Franca. Based on this perspective, which teaching procedure can be developed grounded on the infographic and the message in the poem?
Two worlds of words
I learned to talk when I was young.
My grandma’s singing filled my ears.
My family spoke the native tongue
our ancestors passed through the years.
I knew the names of everything.
My voice was fast.
My thoughts were strong.
My grandma taught me how to sing.
Back then my accent wasn’t wrong.
Between two worlds my brain is caught.
Your language grows inside my mind.
I have two words for every thought.
But sometimes yours is hard to find.
We learn to talk when we are small.
First language gets a running part.
I speak your words but that’s not all.
My grandma’s songs still fill my heart.
Available at: https://poemfarm.amylv.com. Acessed: May 20, 2025.
TEXT 2
Two worlds: languages IRL and Online
Available at: https://english.binus.ac.id. Acessed: May 20, 2025.
The Base Nacional Comum Curricular (BNCC) presents ten general competences concerned with human development, social justice, and enviromental preservation, as well as the approach to English as a Lingua Franca. Based on this perspective, which teaching procedure can be developed grounded on the infographic and the message in the poem?
Q3711754
Inglês
TEXTO 1
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula.
Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental. Disponível em: www.gov.br/mec.
Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
O letramento literário faz parte da expansão do uso do termo letramento, isto é, integra o plural dos letramentos, sendo um dos usos sociais da escrita. Em primeiro lugar, o letramento literário é diferente dos outros tipos de letramento porque a literatura ocupa um lugar único em relação à linguagem, ou seja, cabe à literatura tornar o mundo compreensível transformando a sua materialidade em palavras de cores, odores, sabores e formas intensamente humanas. Depois, o letramento feito com textos literários proporciona um modo privilegiado de inserção no mundo da escrita, posto que conduz ao domínio da palavra a partir dela mesma.
SOUZA, R.; COSSON, R. Letramento literário: uma proposta para sala de aula.
Disponível em: https://acervodigital.unesp.br. Acesso em: 23 maio 2025 (adaptado).
TEXTO 2
(EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
Base Nacional Comum Curricular: Ensino Fundamental. Disponível em: www.gov.br/mec.
Acesso em: 28 maio 2025 (adaptado).
An English teacher decides to bring a poem to her students based on the assumptions of literary literacy and the Base Nacional Comum Curricular (BNCC). Which of the pedagogical proposals is aligned with these assumptions?
Q3711752
Inglês
Texto associado
FIGUEIREDO, F. J. Q. Aprendendo com os erros: uma perspectiva comunicativa do ensino de línguas.
São Paulo: Parábola, 2023 (adapted).
A student has a composition corrected by her high school teacher with markings as the ones in the text. In order to promote
autonomous learning and content mastery, the student should be able to
Q3711751
Inglês
Texto associado
FIGUEIREDO, F. J. Q. Aprendendo com os erros: uma perspectiva comunicativa do ensino de línguas.
São Paulo: Parábola, 2023 (adapted).
To encourage students to reflect on their textual production and play an active role in their learning process, what is the
alternative for assessing the presented written activity?
Q3711750
Inglês
Texto associado
According to Rojo (2009), literacy involves social practices
of reading and writing that are historically and culturally
situated. Thus, it is understood as a set of practices that enables
individuals to effectively participate in society by interpreting
and producing texts in various social contexts. Additionally, the
Base Nacional Comum Curricular (BNCC) defines multiliteracies
as the practices of reading and producing texts that are
constructed through different languages or semioses.
Due to the alarming rise in hate speech on the internet over the
last years, a teacher wants to promote an opportunity for students
to reflect on hate speech incorporating the concepts of literacy and
multiliteracies. What is the appropriate activity to accomplish that?
Q3711749
Inglês
Texto associado
According to Rojo (2009), literacy involves social practices
of reading and writing that are historically and culturally
situated. Thus, it is understood as a set of practices that enables
individuals to effectively participate in society by interpreting
and producing texts in various social contexts. Additionally, the
Base Nacional Comum Curricular (BNCC) defines multiliteracies
as the practices of reading and producing texts that are
constructed through different languages or semioses.
Which of the activities takes into account the concept of
multiliteracies?
Q3711748
Inglês
Texto associado
During a 9th-grade English class, the teacher designs a
lesson around the theme Local Heroes. The students begin
by watching a short subtitled documentary about Mestre
João, a capoeira master who offers free classes to children
in the school’s neighborhood. Working in groups, they then
create posters and voice recordings in English to present
other individuals they know who make a difference in their
community. Some students choose sports figures, others
highlight musicians or teachers. In order to support the lesson,
the teacher prepares a didactic sequence that incorporates
elements of digital literacy. Throughout the activities, she
encourages students to express themselves meaningfully
in English, prioritizing authentic communication and social
relevance over grammatical perfection and form-focused drills.
Considering the linguistic orientation which supports the
teaching approach presented in the text, an adequate teaching
activity focuses on
Q3711747
Inglês
Texto associado
During a 9th-grade English class, the teacher designs a
lesson around the theme Local Heroes. The students begin
by watching a short subtitled documentary about Mestre
João, a capoeira master who offers free classes to children
in the school’s neighborhood. Working in groups, they then
create posters and voice recordings in English to present
other individuals they know who make a difference in their
community. Some students choose sports figures, others
highlight musicians or teachers. In order to support the lesson,
the teacher prepares a didactic sequence that incorporates
elements of digital literacy. Throughout the activities, she
encourages students to express themselves meaningfully
in English, prioritizing authentic communication and social
relevance over grammatical perfection and form-focused drills.
With reference to the lesson described, which of the following
activities is consistent with the pedagogical principles guiding
the teacher´s actions?
Q3711740
Inglês
Texto associado
One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature
has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching
themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning
process. It could also be hypothesized that compared to university students, elementary school students are less able to seize
the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an
extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a
positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning
took place: the management of technologies for learning, and the management of one’s image.
BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’
Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.
A public school teacher wants to develop students’ oral communication skills using digital oral genres that include video. Based
on the excerpt, which of the following classroom strategies reflects a theoretically grounded approach?
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