Foram encontradas 40 questões.
TEXT IV
(Available at: https://br.pinterest.com/pin/194499277631951598/ Accessed on April 4th, 2019)
Based on the cartoon, it is possible to infer that
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Se V representa a verdade e F a falsidade, analise os valores lógicos ocultos da última coluna da tabela-verdade abaixo.
| !$ P !$ | !$ Q !$ | !$ R\ !$ | !$ S !$ | !$ P \rightarrow Q \vee R \leftrightarrow S\,\land \sim P \rightarrow R\ !$ |
| V | V | F | V | |
| F | V | F | F | |
| V | F | F | F | F |
| F | F | V | V | |
| V | F | V | F | |
| F | V | F | V |
Indique a alternativa que responde CORRETAMENTE:
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TEXT II
Affordances and limitations of technology: Voices from EFL teachers and learners.
(Mohammad Amiryousefi)
Abstract
With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language Learning) programs and technologies employed to find their affordances and limitations. The present study was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL. To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English learning program participated in the study. The required data were collected through a mixed-method design. The results of data analysis showed that CALL can enhance language learning and English listening, reading, and writing skills. It can also increase students' motivation and interest in learning and their exposure to language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good standards and an interactive nature necessary for the development of communicative proficiency, and may give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they may come unprepared. The present study argues that the mere focus on technological support is not adequate, and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL environment should be developed.
Keywords:
Computer Assisted Language Learning; evaluation; perception; language learning; language skills
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20th, 2019)
Answer questions 30 to 33 according to TEXT II.
The phrase “To this end” refers to
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TEXT II
Affordances and limitations of technology: Voices from EFL teachers and learners.
(Mohammad Amiryousefi)
Abstract
With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language Learning) programs and technologies employed to find their affordances and limitations. The present study was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL. To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English learning program participated in the study. The required data were collected through a mixed-method design. The results of data analysis showed that CALL can enhance language learning and English listening, reading, and writing skills. It can also increase students' motivation and interest in learning and their exposure to language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good standards and an interactive nature necessary for the development of communicative proficiency, and may give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they may come unprepared. The present study argues that the mere focus on technological support is not adequate, and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL environment should be developed.
Keywords:
Computer Assisted Language Learning; evaluation; perception; language learning; language skills
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20th, 2019)
Answer questions 30 to 33 according to TEXT II.
Considering the abstract of the paper written by Mohammad Amiryousefi, which of the following statements is CORRECT?
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Considere as proposições !$ p !$, !$ q !$, !$ r !$ e !$ S !$ a seguir:
!$ p !$: Campina Grande é uma cidade.
!$ q !$: Oscar Niemeyer é um arquiteto brasileiro.
!$ r !$: O sol gira em torno da terra.
!$ S !$:!$ p \rightarrow \sim q \land r !$.
Logo, pode-se afirmar que:
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TEXT III
(Available at: https://br.pinterest.com/pin/56506170312404719/ Accessed on March 29th, 2019).
In Text III, the phrasal verb 'put down' means
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TEXT III
(Available at: https://br.pinterest.com/pin/56506170312404719/ Accessed on March 29th, 2019).
In the cartoon, the student's question reveals
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TEXT II
Affordances and limitations of technology: Voices from EFL teachers and learners.
(Mohammad Amiryousefi)
Abstract
With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL (Computer Assisted Language Learning) programs and technologies employed to find their affordances and limitations. The present study was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL. To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English learning program participated in the study. The required data were collected through a mixed-method design. The results of data analysis showed that CALL can enhance language learning and English listening, reading, and writing skills. It can also increase students' motivation and interest in learning and their exposure to language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good standards and an interactive nature necessary for the development of communicative proficiency, and may give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they may come unprepared. The present study argues that the mere focus on technological support is not adequate, and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL environment should be developed.
Keywords:
Computer Assisted Language Learning; evaluation; perception; language learning; language skills
(Source: Journal of English Language Teaching and Learning. Article 2, Volume 9, Issue 19, Winter and Spring 2017, page 1-24. Available at:
https://elt.tabrizu.ac.ir/article_6252.html . Accessed on April 20th, 2019)
Answer questions 30 to 33 according to TEXT II.
The sentence “…the attention has been focused more on technology than learning” is an example of:
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Sônia, Jaqueline e Tatiana são mães de Augusto, Rafael e Eduardo, não necessariamente nessa ordem. Elas moram no mesmo condomínio e resolveram organizar uma tarde no parque com seus filhos. No dia do passeio, cada uma levou um lanche (melancia, iogurte e biscoito) e, ao chegarem no parque, cada uma das crianças sugeriu uma brincadeira (esconde-esconde, telefone sem fio e amarelinha). Sabe-se que:
- A mulher que levou iogurte é mãe da criança que sugeriu telefone sem fio;
- Rafael não é filho de Tatiana;
- A mãe de Augusto levou melancia;
- A mãe da criança que sugeriu brincar de esconde-esconde não levou biscoito;
- O filho de Jaqueline não sugeriu amarelinha.
Logo, é CORRETO afirmar que:
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TEXTO 4
“Menino foge de casa em Curitiba, burla segurança de aeroporto e voa até Congonhas, em São Paulo [...] O menino, _____________ só foi abordado _____________ chegou a São Paulo, no desembarque, fugiu de casa depois de ter tirado notas baixas na escola. O garoto havia falsificado a assinatura dos pais no boletim e, quando a professora descobriu, ele acabou sendo suspenso. Para evitar o confronto com os pais, ele foi até o aeroporto, se misturou com uma família e embarcou no avião, _____________ tinha assentos disponíveis. Ele foi abordado em Congonhas pois, _____________ desembarcar, não sabia para _______________ ir. [...]”.
(Fonte: Yahoo Notícias. Disponível em: https://br.yahoo.com/noticias/menino-foge-de-casa-em-curitiba-burla-seguranca-de-aeroporto-e-voa-ate-congonhas-emsao-
paulo-174241876.html)
Em sequência, as expressões que completam as lacunas do Texto 4 acima são:
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Cadernos
Caderno Container