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Consider a sentence below:
"I intend to support the next mayor of the city".
How many false cognates did you find in the sentence above?
A X é realizada durante o processo de ensino e tem como objetivo fornecer informações imediatas ao professor sobre o progresso dos alunos e que precisa ser melhorado. Ela é geralmente mais frequente e informal, e pode incluir discussões em grupo, pequenos testes, atividades práticas, entre outros. Essa forma de avaliação é importante para ajustar o ensino de acordo com as necessidades dos alunos e ajudá-los a corrigir erros antes que eles se tornem difíceis de corrigir.
Marque a alternativa que substitui corretamente o X no texto acima.
Julgue as sentenças abaixo como VERDADEIRAS ou FALSAS.
1.(__)É importante que o(a) professor(a) considere a habilidade dos alunos ao planejar a aula. Ele(a) deve equilibrar o desafio com a acessibilidade, para que todos(as) possam participar e ter sucesso.
2.(__)O(a) professor(a) deve planejar atividades e tarefas que ajudem os(as) estudantes a atingir os objetivos de aprendizagem. Ele(a) pode usar uma variedade de atividades, como discussões em grupo, jogos, atividades individuais, entre outros.
3.(__)Antes de começar a planejar a aula, é importante que o(a) professor(a) determine os objetivos de aprendizagem, ou seja, o que os(as) estudantes devem ser capazes de fazer ao final da aula.
Após análise, assinale a alternativa que apresenta a
sequência CORRETA dos itens acima, de cima para
baixo:
Julgue as frases abaixo.
I.Aprender uma língua estrangeira pode ser uma forma de promover a tolerância e o respeito mútuo entre culturas a partir de uma perspectiva etnocêntrica.
II.Ao falar fluentemente uma língua estrangeira, a pessoa pode construir relacionamentos interpessoais e expandir sua rede global.
III.A língua é um elemento fundamental da identidade cultural de uma pessoa e aprender uma língua estrangeira pode ser uma forma de entrar em contato com uma cultura diferente e compreender suas tradições, valores e modos de pensar.
Está(ão) CORRETA(S) a(s) seguinte(s) proposição(ões).
Emma: What do you want?
Horace: How do I gain your sister's trust?
Emma: Sit down! I'll tell you how to do it.
We can say that Horace is:
The 1920s: 'Young women took the struggle for freedom into their personal lives
(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.
(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.
(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.
(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.
(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.
(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.
Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation
wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives
The 1920s: 'Young women took the struggle for freedom into their personal lives
(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.
(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.
(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.
(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.
(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.
(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.
Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation
wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives
The 1920s: 'Young women took the struggle for freedom into their personal lives
(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.
(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.
(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.
(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.
(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.
(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.
Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation
wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives
Consider the text and the following statements:
I.The word "issues" (6º§) could be replaced by "throes".
II.The word "equality" (4º§) is a verb.
III.The word "achievement" (3º§) could be translated as "conquista".
Which one(s) is(are) correct?
The 1920s: 'Young women took the struggle for freedom into their personal lives
(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.
(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.
(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.
(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.
(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.
(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.
Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation
wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives
"Sexual mores were also changing". (6º§)
Which verb tense the sentence above is?
The 1920s: 'Young women took the struggle for freedom into their personal lives
(1º§) Two years after the Representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the "scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations" must never be entrusted with a vote.
(2º§) The fast, frivolous flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation's disregard of all for which the suffragettes had fought.
(3º§) But if the politics of feminism seemed less important to the "flapper generation", this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one's self, not to a cause. Towards the end of the decade, some feminists would argue that women's great achievement in the 20s was learning to value their individuality.
(4º§) Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law.
(5º§) Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.
(6º§) Sexual mores were also changing. While double standards persisted, a significant number of women were beginning to claim the same licence as men. There were small steps of encouragement, too, with divorce made easier by the Matrimonial Causes Act 1923 and contraception made more readily available by the Marie Stopes mail-order service. The flapper generation may have been comparatively apolitical and self-absorbed, but, as they puzzled out what freedom meant and tested their personal limits, they were broaching issues that would be hotly debated during the 60s and 70s.
Judith Mackrell is the Guardian's dance critic and the author of books including Flappers: Six Women of a Dangerous Generation
wwoomeenntok--he-srugggeefofrreeedom-innoother-personnallves0s-young-women-took-the-struggle-for-freedom-into-their-personal-lives
O texto seguinte servirá de base para responder à questão.
Cientistas tentam curar o envelhecimento
E se desse para "parar no tempo," envelhecendo mais lentamente - ou quem sabe até revertendo e deixando de envelhecer -, evitando doenças comuns à terceira idade e ficando jovem por muito mais tempo?
Ainda que nossa expectativa de vida tenha quase dobrado entre os anos de 1900 e 2020, viver por mais tempo não é, necessariamente, uma coisa tão boa. É claro que ter a possibilidade de ficar entre nossos entes queridos por muito mais anos, apreciar um pouco mais os nossos hobbies e, até mesmo, ter tempo para conhecer mais pessoas e lugares é uma ótima perspectiva de vida. O problema é que, por mais que demoremos a morrer, ainda estamos fadados ao envelhecimento.
Ficar velho não significa apenas ganhar experiência de vida: com o tempo, nossas células perdem a capacidade de se renovar, abrindo as portas para os malefícios do envelhecimento. Conforme nossa idade avança, tornamo-nos mais suscetíveis a doenças como câncer, Alzheimer, diabetes, artrite e por aí vai.
Não é à toa que a ciência vem, há anos, buscando formas de combater, desacelerar e até impedir o envelhecimento de seres humanos. Este objetivo já foi alcançado com ratos em laboratório, permitindo aos roedores viver por muito mais tempo ao mesmo tempo que continuam jovens por períodos bem mais longos.
Para isso, foram utilizadas drogas como rapamicina, metformina e carbose, por exemplo, todas comuns em alguns tipos de tratamentos de doenças em humanos
Em 2006, um pesquisador japonês chamado Shinya Yamanaka fez uma descoberta que lhe rendeu um Prêmio Nobel: ele foi capaz de reprogramar células adultas a um estado similar ao de embriões, revolucionando o campo de biologia celular e abrindo as portas para mais formas de tratar doenças. Cientistas, agora, buscam aprimorar a técnica de reprogramação celular e aplicá-la em seres humanos para "curar" o envelhecimento.
ndoocuuraroeeveheeimmentoom.br/ciencia/124265-cientistas-estao-tentando-curar-o-envelhecimento-em-promissor-estudo.htm. Adaptado.
A expressão em destaque, sintaticamente, trata-se de:
O texto seguinte servirá de base para responder à questão.
Cientistas tentam curar o envelhecimento
E se desse para "parar no tempo," envelhecendo mais lentamente - ou quem sabe até revertendo e deixando de envelhecer -, evitando doenças comuns à terceira idade e ficando jovem por muito mais tempo?
Ainda que nossa expectativa de vida tenha quase dobrado entre os anos de 1900 e 2020, viver por mais tempo não é, necessariamente, uma coisa tão boa. É claro que ter a possibilidade de ficar entre nossos entes queridos por muito mais anos, apreciar um pouco mais os nossos hobbies e, até mesmo, ter tempo para conhecer mais pessoas e lugares é uma ótima perspectiva de vida. O problema é que, por mais que demoremos a morrer, ainda estamos fadados ao envelhecimento.
Ficar velho não significa apenas ganhar experiência de vida: com o tempo, nossas células perdem a capacidade de se renovar, abrindo as portas para os malefícios do envelhecimento. Conforme nossa idade avança, tornamo-nos mais suscetíveis a doenças como câncer, Alzheimer, diabetes, artrite e por aí vai.
Não é à toa que a ciência vem, há anos, buscando formas de combater, desacelerar e até impedir o envelhecimento de seres humanos. Este objetivo já foi alcançado com ratos em laboratório, permitindo aos roedores viver por muito mais tempo ao mesmo tempo que continuam jovens por períodos bem mais longos.
Para isso, foram utilizadas drogas como rapamicina, metformina e carbose, por exemplo, todas comuns em alguns tipos de tratamentos de doenças em humanos
Em 2006, um pesquisador japonês chamado Shinya Yamanaka fez uma descoberta que lhe rendeu um Prêmio Nobel: ele foi capaz de reprogramar células adultas a um estado similar ao de embriões, revolucionando o campo de biologia celular e abrindo as portas para mais formas de tratar doenças. Cientistas, agora, buscam aprimorar a técnica de reprogramação celular e aplicá-la em seres humanos para "curar" o envelhecimento.
ndoocuuraroeeveheeimmentoom.br/ciencia/124265-cientistas-estao-tentando-curar-o-envelhecimento-em-promissor-estudo.htm. Adaptado.
Assinale a expressão que contenha, pelo menos, um substantivo.
O texto seguinte servirá de base para responder à questão.
Cientistas tentam curar o envelhecimento
E se desse para "parar no tempo," envelhecendo mais lentamente - ou quem sabe até revertendo e deixando de envelhecer -, evitando doenças comuns à terceira idade e ficando jovem por muito mais tempo?
Ainda que nossa expectativa de vida tenha quase dobrado entre os anos de 1900 e 2020, viver por mais tempo não é, necessariamente, uma coisa tão boa. É claro que ter a possibilidade de ficar entre nossos entes queridos por muito mais anos, apreciar um pouco mais os nossos hobbies e, até mesmo, ter tempo para conhecer mais pessoas e lugares é uma ótima perspectiva de vida. O problema é que, por mais que demoremos a morrer, ainda estamos fadados ao envelhecimento.
Ficar velho não significa apenas ganhar experiência de vida: com o tempo, nossas células perdem a capacidade de se renovar, abrindo as portas para os malefícios do envelhecimento. Conforme nossa idade avança, tornamo-nos mais suscetíveis a doenças como câncer, Alzheimer, diabetes, artrite e por aí vai.
Não é à toa que a ciência vem, há anos, buscando formas de combater, desacelerar e até impedir o envelhecimento de seres humanos. Este objetivo já foi alcançado com ratos em laboratório, permitindo aos roedores viver por muito mais tempo ao mesmo tempo que continuam jovens por períodos bem mais longos.
Para isso, foram utilizadas drogas como rapamicina, metformina e carbose, por exemplo, todas comuns em alguns tipos de tratamentos de doenças em humanos
Em 2006, um pesquisador japonês chamado Shinya Yamanaka fez uma descoberta que lhe rendeu um Prêmio Nobel: ele foi capaz de reprogramar células adultas a um estado similar ao de embriões, revolucionando o campo de biologia celular e abrindo as portas para mais formas de tratar doenças. Cientistas, agora, buscam aprimorar a técnica de reprogramação celular e aplicá-la em seres humanos para "curar" o envelhecimento.
ndoocuuraroeeveheeimmentoom.br/ciencia/124265-cientistas-estao-tentando-curar-o-envelhecimento-em-promissor-estudo.htm. Adaptado.
Na morfologia, os vocábulos destacados são, respectivamente:
(__) Ensino fundamental, obrigatório e gratuito, inclusive para os que a ele não tiveram acesso na idade própria. (__) Progressiva extensão da obrigatoriedade e gratuidade ao ensino médio. (__) Atendimento educacional especializado aos portadores de deficiência, preferencialmente na rede regular de ensino.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
(__)Desenvolveu uma teoria do conhecimento centrada no desenvolvimento natural da criança. (__)Enfatiza o desenvolvimento ao longo do processo de alfabetização. (__)Destaca as características de cada fase e como a criança as desenvolve durante o processo de alfabetização.
Após análise, assinale a alternativa que apresenta a sequência CORRETA dos itens acima, de cima para baixo:
Conheça nossos planos