Read these two texts to answer.

Text A

Video transcript from a video-taped demonstration in using a lathe to drill a hole in a metal workpiece

Now I have to change to the final size drill I require, which is three-quarters of an inch diameter, and this is called a morse-taper sleeve.

A slower speed for a larger drill.

Nice even feed should give a reasonable finish to the hole.

Applying coolant periodically. This is mainly for lubrication rather than cooling.

Almost to depth now.

Right. Withdrawing the drill.

That's fine.

Text B

A set of instructions taken from a workshop manual for drilling a hole in a mental workpiece on a lathe

1. Select required drill.

2. Mount drill in tailstock. Use taper sleeves as necessary.

3. Set speed and start machine spindle.

4. Position tailstock to workpiece.

5. Apply firm even pressure to tailstock handwheel to feed drill into workpiece.

6. Apply coolant frequently.

7. Drill hole to depth.

8. Withdraw drill.

9. Stop machine.

Consider the assertions below to choose an option.

I. In text A there is less consistency, because it is a free-flowing piece of oral discourse.

II. In text A there is an interpersonal dimension.

III. The grammar of text B is inconsistent because articles are omitted.

Read the text to answer.

Diversity and Inclusive Teaching

(The University of Delaware.)

Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity:

Difference is an essential part of our history and current reality. Dealing with human diversity and differential status is intractable in America due to our national history of racism and tensions between individual freedom and the common good.

Difference is an unstoppable part of our future. Classrooms are increasingly diverse and demography assures that this trend will continue.

Diversity and inclusion improve teaching and learning.

People learn and enrich their abilities to think critically and creatively as they engage in conversations across difference, especially when all learners’ abilities and attributes and embraced.

Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.

(Available in: https://ctal.udel.edu.)

According to the text “Teaching to engage diversity, to include all learners, and to seek equity is essential”. Thus, inclusive teaching strategies emphasizing the pursuit for equity should be characterized by:

Read the text to answer.

The Prayer

(Celine Dion & Josh Groban.)

I pray you'll be our eyes
And watch us where we go
And help us to be wise
In times when we don't know.

Let this be our prayer
When we lose our way
Lead us to a place
Guide us with your grace
To a place where we'll be safe.

I pray we'll find your light
And hold it in our hearts
When stars go out each night
Remind us where you are.

Let this be our prayer
When shadows fill our day
Lead us to a place
Guide us with your grace
To a place where we'll be safe.

A world where pain and
Sorrow will be ended
And every heart that's
Broken will be mended
And we'll remember
We are all God's children
Reaching out to touch you
Reaching to the sky.

We ask that life be kind
And watch us from above
We hope each soul will find
Another soul to love.

Let this be our prayer
Just like every child
Needs to find a place
Guide us with your grace
Give us faith so we'll be safe.

(Available in: https://www.smule.com/song/celine-dion-josh-grobanthe-prayer. Adapted.)

However being the lyrics of a song, the text displays several of a prayer’s features, and its main elements seek to produce aesthetic sensations, since the way the message is communicated, how the code is used, not just the message itself, is a vital aim. Having considered the information previously given, point out the prevailing operative function explored in the text.

The proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. Invention of new classroom practices and approaches to designing language programs and materials reflects a commitment to finding more efficient and more effective ways of teaching languages. Read and analyse the list below to answer 08.

1. Drilling may occur, but peripherally.

2. Comprehensible pronunciation is sought.

3. Judicious use of native language is accepted where feasible.

4. Reading and writing can start from the first day, if desired.

5. Sequencing is determined by any consideration of content, function or meaning which maintains interest.

6. Linguistic variation is a central concept in materials and methodology.

7. Language is created by the individual often through trial and error.

The list above especifically describes some of the major distinctive features that oppose to the:

“Seldom effective teaching which skips full connection with active research, that is, teaching based on: Planning, Acting, Observing, Reflecting, Replanning.”

(Available in: https://www.dreamstime.com.)

Fill in the blank above the image with the appropriate verb form:

Analyse the syllabuses that follow to answer.

Syllabus A

1. Simple Present Active.

2. Simple Present Passive.

3. Simple Present Active and Passive.

4. ING forms.

5. Present Perfect; Present Continuous.

6. Infinitives.

7. Anomalous Finites.

8. Past Perfect; Conditionals.

Syllabus B

1. Asking about travel.

2. Making travel arrangements.

3. Ordering a meal.

4. Asking the way.

5. Hiring a car.

6. Booking at a hotel.

7. Buying museum tickets.

8. Finding lost baggage.

Consider the assertions below to choose an option.

I. Syllabus A is based on language use.

II. Syllabus A is functional because simpler structures precede more complex ones.

III. Syllabus B is largely organized on pragmatic grounds and might lack systematic conceptual framework.

Analyse the image to answwer.

(Available in: https://www.youtube.com.)

The image illustrates the concept of learning English defended in the BNCC, which subscribes the learning process in a perspective of linguistic education that highlights its formative character. The item which does NOT encompass that refered character is:

Um quadrilátero convexo possui ângulos internos: !$ \alpha_1, \, \alpha_2, \, \alpha_3 !$ e !$ \alpha_4. !$ Sabe-se que esses ângulos formam, na ordem em que aparecem, uma progressão geométrica de razão 2, isto é, !$ \alpha_1 !$ é o menor ângulo e !$ \alpha_4 !$ é o maior.

De posse dessas informações, pode-se concluir que:

A turma da professora Mônica gosta bastante das aulas de matemática e decidiu perguntar a ela qual é sua idade. Mônica, por sempre ser atenciosa em sua relação com os alunos e, ao mesmo tempo, uma professora empenhada no processo ensino-aprendizagem, disse à turma que sua idade seria fornecida através do seguinte problema: “minha idade é igual à soma do mínimo múltiplo comum (MMC) com o máximo divisor comum (MDC) dos números 12, 9 e 4”. Com base nessas informações, qual é a idade da professora Mônica?

Seja f :R !$ \rarr !$ R a função f(x) = –x² – 5x + 6. A respeito dessa função, é correto afirmar que: