Foram encontradas 288 questões.
Um professor quer distribuir 60 lápis, 72 canetas, 48 borrachas e 36 réguas entre alguns alunos, de modo que cada um receba o mesmo e o menor número possível de cada tipo de material. Assinale a alternativa CORRETA:
Provas
Um professor de Matemática dividiu a turma em três grupos e escreveu no quadro as seguintes equações, que deveriam ser resolvidas por todos os grupos:
\( 2x^2 - 2 = 0\,\,\,\, 2x^2 + 3x- 2 = 0\,\,\,\,\, 3x^2 - 12x + 9 = 0 \)
Cada um dos grupos recebeu a orientação de trabalhar com um conjunto universo, conforme tabela a seguir:
|
Grupo |
Universo |
| 1 | \( \mathbb{N} \) |
| 2 | \( \mathbb{Z} \) |
| 3 | \( \mathbb{Q} \) |
Os grupos chegaram às seguintes conclusões, respeitando os universos indicados:
Grupo 1: Duas das três equações têm solução, sendo que uma delas tem apenas uma e a outra tem duas soluções.
Grupo 2: Apenas uma das três equações tem solução.
Grupo 3: As três equações têm solução.
Considerando as observações feitas pelos grupos, assinale a alternativa CORRETA:
Provas
Para organizar uma excursão, uma escola deseja fretar um ônibus com capacidade para até 50 passageiros. Duas empresas de transporte estão sendo cotadas para fazer esta viagem. Se for contratada a empresa A, o custo da viagem terá uma parte fixa de R$ 600,00 mais um custo por passageiro de R$ 20,00. Se for contratada a empresa B, o custo da viagem terá uma parte fixa de R$ 400,00 mais um custo por passageiro de R$ 25,00.
De acordo com essas informações, classifique como Verdadeira (V) ou Falsa (F) cada uma das assertivas a seguir.
( ) Se todos os lugares do ônibus forem ocupados, será mais caro contratar a empresa B.
( ) Caso contrate a empresa B, o custo máximo da viagem será de R$ 800,00.
( ) Para qualquer número de passageiros, os valores cobrados pelas empresas A e B serão diferentes.
Assinale a alternativa que contém a sequência CORRETA de classificação,de cima para baixo, é:
Provas
Certo produto novo tem preço de R$10.000,00 e, com o passar do tempo, esse valor decai a uma taxa constante por ano de uso. Sabe-se que, após 48 meses, o seu valor é de R$6.000,00. Assinale a alternativa CORRETA sobre essa situação.
Provas
Assinale a alternativa que contém uma afirmativa CORRETA sobre o número complexo \( z = 10i^5 + 6i^{10} − (i)^4 \)
Provas
Sobre o quadrilátero ABCD com vértices nos pontos A(2, −1), B(6, 2), C(4, 5) e D(0,2), são feitas algumas afirmativas:
I. ABCD é um paralelogramo.
II. ABCD é um retângulo.
III. ABCD é um losango.
A alternativa CORRETA é:
Provas
Read the text and answer question.
Learning and Teaching
Children and adults who acquire language successfully outside the classroom seem to share certain similarities in their learning experiences. First of all, they are usually exposed to language that they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles – and check their progress and abilities.
All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements that we should try to imitate. Like language learners outside schools, they will need to be motivated, be exposed to language, and be given chances to use it. We will call these elements ‘ESA’, three elements that will be present in all – or almost all – classes:
Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions with lessons where they are amused, moved, stimulated, or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.
Study: study activities are those where the students are asked to focus on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.
Activate: this element describes exercises and activities that are designed to get students to use language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns,particular vocabulary items, or functions) but for them to use all and any language that may be appropriate for a given situation or topic. Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.
These ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (study and activation), or whether the focus is on reading (activation and study), students always need to be Engaged.
(Adapted from: HARMER, J. How to teach English. Harlow: Pearson Education Limited, 2017)
In the sentence “Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.”, the adverb “Thus” could be replaced, without change of meaning, by:
Provas
Read the text and answer question.
Learning and Teaching
Children and adults who acquire language successfully outside the classroom seem to share certain similarities in their learning experiences. First of all, they are usually exposed to language that they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles – and check their progress and abilities.
All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements that we should try to imitate. Like language learners outside schools, they will need to be motivated, be exposed to language, and be given chances to use it. We will call these elements ‘ESA’, three elements that will be present in all – or almost all – classes:
Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions with lessons where they are amused, moved, stimulated, or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.
Study: study activities are those where the students are asked to focus on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.
Activate: this element describes exercises and activities that are designed to get students to use language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns,particular vocabulary items, or functions) but for them to use all and any language that may be appropriate for a given situation or topic. Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.
These ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (study and activation), or whether the focus is on reading (activation and study), students always need to be Engaged.
(Adapted from: HARMER, J. How to teach English. Harlow: Pearson Education Limited, 2017)
Mark the CORRECT statement, according to the text.
Provas
Read the text and answer question.
Learning and Teaching
Children and adults who acquire language successfully outside the classroom seem to share certain similarities in their learning experiences. First of all, they are usually exposed to language that they more or less understand even if they can’t produce the same language spontaneously themselves. Secondly, they are motivated to learn the language in order to be able to communicate. And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles – and check their progress and abilities.
All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements that we should try to imitate. Like language learners outside schools, they will need to be motivated, be exposed to language, and be given chances to use it. We will call these elements ‘ESA’, three elements that will be present in all – or almost all – classes:
Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions with lessons where they are amused, moved, stimulated, or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.
Study: study activities are those where the students are asked to focus on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.
Activate: this element describes exercises and activities that are designed to get students to use language as freely and ‘communicatively’ as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns,particular vocabulary items, or functions) but for them to use all and any language that may be appropriate for a given situation or topic. Thus, activate exercises offer students a chance to try out real language use with little or no restriction – a kind of rehearsal for the real world.
These ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (study and activation), or whether the focus is on reading (activation and study), students always need to be Engaged.
(Adapted from: HARMER, J. How to teach English. Harlow: Pearson Education Limited, 2017)
The main purpose of the text is
Provas
Read the text and answer question.
Interculturality in FL Teaching
Foreign Language teachers recognize the importance of sociocultural aspects in interactions between individuals from diverse linguistic backgrounds, understanding that language acquisition extends beyond vocabulary and grammar. Learning a language involves engaging with a unique worldview and societal norms, as languages are not abstract systems but integral to social communication.
Contemporary FL education aims for interdisciplinary approaches in content selection, prioritizing respect for differences and acknowledging identity traits as agents of solidarity.
Teaching materials play a crucial role in shaping lessons, balancing skill development, and guiding language use.
Educators encourage learners to seek authenticity in understanding FL, bridging local productions with unfamiliar cultural contexts. Learners, by engaging in co-authorship of interculturally developed texts, connect learning with personal experiences, fostering critical reflections and reshaping self-perception and global understanding.
While the communicative approach facilitates explicit cultural teaching, it poses challenges, potentially overshadowing local identities. In a globalized world, learners aspire to grasp FL without cultural erasure, seeking to embrace diverse identities without silencing their own.
(Adapted from: SCHEYERL, D.; BARROS, K.; ESPÍRITO SANTO, D. A perspectiva intercultural para o ensino de línguas, 2014)
In the sentence: “fostering critical reflections and reshaping self-perception and global understanding”, the term “fostering” could be correctly replaced by
Provas
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