TEXTO I

Hutchinson and Waters (1987, p. 19) define ESPEnglish for specific purposes as "an approach to language learning which is based on learner need. The foundation of ali ESP is the sim pie question: Whydoes the learner need to learn a foreign language? ... ESP, then, is an approach to language teaching in which ali decisions as to content and method are based on the learner's reason for learning."

Dudley Evans and St John (1998, p. 5) define ESP in terms of "absolute" and "variable" characteristics. Absolute characteristics are as follows: 1. ESP is defined to meet specific needs of the learners; 2. ESP makes use of the underlying methodology and activities of the discipline it serves; 3. ESP is centred on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

Variable characteristics include the following: 1. ESP may be related to, or designed for, specific disciplines; 2. ESP may use, in specific teaching situations, a different methodologyfrom that ofGeneral English (GE); 3. ESP is likely to be designed for adult learners, either at a tertiary levei institution or in a professional work situation. It could, however, be for learners at secondary schoollevel; 4. ESP is generally designed for intermediate or advanced students; 5. Most ESP courses assume some basic knowledge ofthe language system.

The above definition is the modified definition by Strevens (1988), from which the absolute characteristic that ESP "is in contrast with General English" was removed and some variable characteristics were added. The characteristic features of this approach as underlined by these authors are as follows: a learner needs analysis, a target situation analysis, which includes the identification of the features of the chosen discipline or occupation in which the students will use the foreign language, and discourse analysis, which entails the analysis of the language used in situations which occur within the discipline. The use ofthese procedures aims at designing an ESP course that will prepare the learners for effective communication in situations which occur, or will occur, in their professional work and/or studies (Dudley-Evans and St John, 1998, pp. 2-4; Hutchinson and Waters, 1987, pp. 6-8; Johns and Price-Machado, 2001, p. 44).

Adaptado de: DONESCH-JEZO, W. English for specific purposes: what does it mean and why is it different from teaching general English? CONFLUENCE, 24-25 February, 2012.

Sobre o Texto I, é correto afirmar que:

TEXTO I

Hutchinson and Waters (1987, p. 19) define ESPEnglish for specific purposes as "an approach to language learning which is based on learner need. The foundation of ali ESP is the sim pie question: Whydoes the learner need to learn a foreign language? ... ESP, then, is an approach to language teaching in which ali decisions as to content and method are based on the learner's reason for learning."

Dudley Evans and St John (1998, p. 5) define ESP in terms of "absolute" and "variable" characteristics. Absolute characteristics are as follows: 1. ESP is defined to meet specific needs of the learners; 2. ESP makes use of the underlying methodology and activities of the discipline it serves; 3. ESP is centred on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre.

Variable characteristics include the following: 1. ESP may be related to, or designed for, specific disciplines; 2. ESP may use, in specific teaching situations, a different methodologyfrom that ofGeneral English (GE); 3. ESP is likely to be designed for adult learners, either at a tertiary levei institution or in a professional work situation. It could, however, be for learners at secondary schoollevel; 4. ESP is generally designed for intermediate or advanced students; 5. Most ESP courses assume some basic knowledge ofthe language system.

The above definition is the modified definition by Strevens (1988), from which the absolute characteristic that ESP "is in contrast with General English" was removed and some variable characteristics were added. The characteristic features of this approach as underlined by these authors are as follows: a learner needs analysis, a target situation analysis, which includes the identification of the features of the chosen discipline or occupation in which the students will use the foreign language, and discourse analysis, which entails the analysis of the language used in situations which occur within the discipline. The use ofthese procedures aims at designing an ESP course that will prepare the learners for effective communication in situations which occur, or will occur, in their professional work and/or studies (Dudley-Evans and St John, 1998, pp. 2-4; Hutchinson and Waters, 1987, pp. 6-8; Johns and Price-Machado, 2001, p. 44).

Adaptado de: DONESCH-JEZO, W. English for specific purposes: what does it mean and why is it different from teaching general English? CONFLUENCE, 24-25 February, 2012.

O principal objetivo do Texto I é

Carlos é empresário e pretende produzir publicações para adultos. Na dúvida sobre se o conteúdo das publicações seria inadequado para crianças e adolescentes, consultou a Lei Federal nº 9.394/96, que estabelece que as revistas e publicações contendo material impróprio ou inadequado a crianças e adolescentes deverão ser comercializadas em embalagem com a advertência de seu conteúdo e devidamente:

A comunicação interpessoal oral no trabalho se realiza por meio do diálogo entre as pessoas. No entanto, todo diálogo, para acontecer, exige que um processo essencial da vida em sociedade ocorra, sem o qual ele não se efetiva. Esse processo é o de:

Chris é professora do município PP e comparece à reunião para estudar os currículos da educação infantil que deveriam ser utilizados no ano letivo.

De acordo com a Lei Federal nº 9.394/96, o currículo da educação infantil deve ter base nacional:

Dalva é Diretora de escola municipal e se depara com a excessiva ausência às aulas do aluno G., o que a leva a comunicar o fato ao Conselho Tutelar, já que, nos termos da Lei Federal nº 9.394/96, os estabelecimentos de ensino, respeitadas as normas comuns e as do seu sistema de ensino, terão a incumbência de notificar ao Conselho Tutelar do Município a relação dos alunos que apresentem quantidade de faltas acima de:

Segundo Saviani em Escola e Democracia, asteorias não críticas entendiam a educação como um instrumento de equalização social e mantinham a crença no poder da escola e a esperança de que se pudesse corrigir a distorção expressa no fenômeno da marginalidade. Houve um amplo movimento de reforma, cuja expressão mais típica ficou conhecida sob o nome de escolanovismo e cuja implantação no Brasil deu-se por meio de um documento intitulado:

Maria, tendo concluído o ensino fundamental, casou e passou a dedicar-se aos seus três filhos. Após alguns anos, tendo sua prole adquirido independênciafuncional, decide retomar os estudos já planejando ingressar no ensino superior.

Nos termos da Lei Federal nº 9.394/1996, o ensino será ministrado com base no princípio de garantia do direito à educação e à aprendizagem ao longo da:

A categoria de agentes públicos a quem se incumbe a execução das diretrizes traçadas pelo Poder Público e que são os responsáveis pelos destinos fundamentais do Estado, caracterizando-se pelo exercício de funções de direção e orientação estabelecidas na constituição, é a denominada:

Afixos (sufixos e prefixos) são elementos que modificam as palavras e atribuem a elas determinadas classes morfológicas. O sufixo -/y em " Unfortunately " (parágrafo 1) atribui a esse termo a seguinte classe: