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Q1095643 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
From the reading of the third and fourth paragraphs, it is correct to say that CLT syllabuses
Alternativas
Q1095642 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
One common language practice teachers should abandon if they believe the argument presented in the second paragraph is:
Alternativas
Q1095641 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
In the fragment of the second paragraph – According to this metaphor… – the terms in bold refer to
Alternativas
Q1095640 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
A palavra however, que introduz o segundo parágrafo, estabelece entre este e o parágrafo anterior uma relação de
Alternativas
Q1095639 Inglês
Underlying the traditional linear syllabus is the notion that learning is a process of mastering each item perfectly, one at a time. In metaphorical terms, it was believed that a language develops in the same way as a building is constructed – one (linguistic) brick at a time.
    However, the complexity of the acquisition process revealed by a growing body of second language acquisition research led some syllabus designers to argue that language development is basically an organic process. According to this metaphor, a new language develops in a way comparable to plants growing in a garden rather than a building being constructed. Learners do not acquire each item perfectly, one at a time, but numerous items imperfectly, all at once.

Needs analysis

    With the advent of Communicative Language Teaching (CLT) in the 1970s, a very different syllabus approach was proposed by a number of linguists. This approach began, not with lists of grammatical, phonological and lexical features, but with an analysis of the communicative needs of the learner. Proponents of CLT argued that it was neither necessary nor possible to include every aspect of the target language in the syllabus. Rather, syllabus content should reflect the communicative purposes and needs of the learners.
    Needs-based course design, particularly when it results in rigidly specified learning outcomes, has been heavily criticized. Widdowson (1983), for example, claims that such courses are exercises in training rather than in education because learners can only do those things for which they have been specifically prepared.

(David Nunan. Syllabus Design. In: M. Celce-Murcia (ed).
Teaching English as a second or foreign language. Boston, Massachusstes:
Heinle&Heinle. 3rd edition. 2001. Adaptado)
The first paragraph illustrates language teaching and learning within the view of
Alternativas
Q1095636 Pedagogia
Analise o texto a seguir.
O sapo
O sapo é bom. O sapo come insetos. O sapo é feio. O sapo vive na água e na terra. Ele solta um líquido pela espinha. O sapo é verde.
Trata-se de um texto produzido oral e coletivamente pelos alunos de série inicial, grafado na lousa pela professora. À luz das reflexões de Weizs (2000), o texto produzido pelas crianças
Alternativas
Q1076947 Medicina
São considerados critérios maiores, de acordo com os critérios de Jones, para o diagnóstico de febre reumática:
Alternativas
Q1076941 Medicina
Considerando a cardiomiopatia hipertrófica, assinale a alternativa que contém apenas indicações inequívocas para a indicação de cardioversor desfibrilador implantável.
Alternativas
Q1076929 Medicina

Homem negro, 63 anos, hipertenso há muitos anos, procura pronto-atendimento com queixa de cefaleia intensa e turvação visual. Encontra-se lúcido e orientado, sem déficits neurológicos focais. Sua pressão arterial é 240x130 mmHg, e, ao exame físico, há edema perimaleolar bilateral. Exames complementares: radiografia de toráx normal, creatinina = 2,4 mg/dL e fundo de olho com borramento da papila.

Assinale a alternativa que contém a hipótese diagnóstica correta.

Alternativas
Q1076928 Medicina

Mulher, 29 anos, é encaminhada ao ambulatório de cardiologia por ter apresentado três episódios de síncopes no último ano. Relata que as síncopes sempre são precedidas de mal-estar, escurecimento visual e sensação intensa de fraqueza. Refere que o primeiro episódio ocorreu durante coleta de sangue para exames de rotina. Os outros episódios ocorreram em dois shows de rock, com grande aglomeração de pessoas.

Considerando que o exame físico é normal, assinale a alternativa que contém o diagnóstico mais provável.

Alternativas
Q1076925 Medicina

Homem, 75 anos, apresentou infarto agudo do miocárdio de parede anterior extensa, tratado com angioplastia primária com stent farmacológico. As demais coronárias eram normais e não apresentavam obstruções significativas. O ecocardiograma no 4º dia pós-infarto mostrava disfunção ventricular moderada. A evolução foi, durante todos os momentos, em Killip I, e permaneceu internado por 7 dias. Exames antes da alta: creatinina = 0,95 mg/dL; ureia = 28 mg/dL; LDL colesterol = 142 mg/dL; HDL colesterol = 35 mg/dL; hemograma normal.

Assinale a alternativa que contém a prescrição de alta correta para esse paciente, na ausência de alergias conhecidas.

Alternativas
Q1048798 Legislação de Trânsito
A ação para se evitar colisão com o veículo da frente, tratada em Direção Defensiva, que depende somente do motorista, é definida como
Alternativas
Q1048797 Mecânica de Autos
A sangria no sistema de freios de um veículo tem por finalidade
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Q1048796 Mecânica de Autos
Um condutor percebeu que o motor do veículo começou apresentar irregularidades na aceleração, não respondendo às retomadas, tendo dificuldade até para vencer aclives. Nesse caso, a provável falha pode ser:
Alternativas
Q1048795 Legislação de Trânsito
Via caracterizada por interseções em nível, geralmente controlada por semáforo, com acessibilidade aos lotes lindeiros e às vias secundárias e locais, possibilitando o trânsito entre as regiões da cidade, é denominada
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Q1048793 Legislação de Trânsito
O Código de Trânsito Brasileiro no seu art. 258 determina que as infrações, de acordo com suas gravidades, serão punidas com multa e classificam-se em
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Q1048790 Legislação de Trânsito
De acordo com o art. 292 do Código de Trânsito Brasileiro, (CTB) a suspensão ou a proibição à obtenção da permissão ou da habilitação para dirigir veículo automotor pode ser imposta isolada ou cumulativamente com outras
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Q1048789 Legislação de Trânsito
Ao DETRAN, Departamento Estadual de Trânsito, cabe entre outras atribuições, a de
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Q1048785 Noções de Informática

No MS-Word 2010, a partir da sua configuração padrão, na aba_______ , grupo______, o ícone que permite mudar a orientação da Página de Retrato para Paisagem é _________.

Assinale a alternativa que preenche correta e respectivamente as lacunas.

Alternativas
Q1048757 Educação Artística
A preservação do meio ambiente começa com pequenas atitudes diárias, que fazem toda a diferença. Uma das mais importantes é a reciclagem do lixo. As vantagens da separação do lixo doméstico ficam cada vez mais evidentes. Além de aliviar os lixões e aterros sanitários, chegando até eles apenas os rejeitos (restos de resíduos que não podem ser reaproveitados), grande parte dos resíduos sólidos gerados em casa pode ser reaproveitada. A reciclagem economiza recursos naturais e gera renda para os catadores de lixo, parte da população que depende dos resíduos sólidos descartados para sobreviver.                                                              (https://bit.ly/1hlDDqu) Assinale a alternativa que segue normas corretas de separação de lixo doméstico.
Alternativas
Respostas
81: B
82: D
83: B
84: E
85: C
86: D
87: D
88: A
89: A
90: D
91: A
92: C
93: B
94: D
95: D
96: E
97: E
98: B
99: C
100: C