Foram encontradas 447 questões.
- Gramática - Língua InglesaOrações condicionais | Conditional Clauses
- Gramática - Língua InglesaPronomes | PronounsPronome relativo | Relative clauses
Observe the following clauses I and II:
I.If the research had looked into how students adapt to diverse learning environments,
II. It might have brought about insights to improve education policies.
Regarding these statements, select the correct option:
Provas
- Gramática - Língua InglesaAdjetivos | AdjectivesComparativo e superlativo de adjetivos | Comparative and superlative
O texto seguinte servirá de base para responder às questões de 28 a 32.
Read the excerpt of the book entitled 'The Other Tongue: English across cultures' written by Joshua A. Fishman, published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in various parts of the world proceeds within the penumbra of a rather stable and widespread image of English. This image is itself both influenced by and, in turn, contributory to an international sociolinguistic balance of power that characterizes the latter part of the twentieth century. This balance of power rests solidly on three realities: (1) not only is English increasingly associated with technological modernity and power, but this association is now being fostered by non-English mother-tongue interests; (2) English is both functionally fostered and regulated by local political authorities; and (3) indigenous "preferred languages" are complementary fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being spread by non-English mother-tongue interests.
The world has previously witnessed the spread of languages of empire, the diffusion of lingua francas, and the growth of international languages. In most respects, therefore, the continued spread of English for international and intranational purposes is not novel in the annals of world history—or, if it is novel, it is so primarily in a quantitative sense, in terms of scale, rate, and degree, rather than in any qualitative sense or in terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English in the non-English mother-tongue world, it is merely that the spread has reached such an order of magnitude that it is now significantly fostered by the non- English mother-tongue world, rather than being predominantly de- pendent on resources, efforts, or personnel of the English mothertongue world (Conrad and Fishman 1977). Whether we monitor the veritable army of English-speaking econo-technical specialists, advisors, and representatives, or whether we examine the diffusion of English publications, films, radio and television programs, literacy programs and educational opportunities, it is becoming increasingly clear that non-English mother-tongue countries are significantly active in each of these connections. Nor is their involvement merely that of Third World recipients of Western largesse. True, Third World nations are themselves fostering massive efforts via and on behalf of English. On the other hand, however, equally massive programs via English are being conducted by the Soviet Union, the Arab world, and mainland China-world powers that have their own well-developed standard languages and that normally oppose various political, philosophical, and economic goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional language. The other tongue: English across cultures, v. 2, p. 19-26, 1992.
Which of the following statements reflect the truth about the use of comparative and superlative forms in the text?
I.The phrase "more significantly fostered" is an example of comparative form, with "more" indicating a comparative degree.
II.The text includes "the most respects" in the phrase "in most respects," where "most" serves as the superlative form, indicating the greatest extent among different respects.
III.However, the text does not include any examples of typical "-er" comparative forms or "-est" superlative forms; it relies on "more" and "most" as indicators of comparison.
Choose the correct alternative based on the statements:
Provas
O texto seguinte servirá de base para responder às questões de 28 a 32.
Read the excerpt of the book entitled 'The Other Tongue: English across cultures' written by Joshua A. Fishman, published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in various parts of the world proceeds within the penumbra of a rather stable and widespread image of English. This image is itself both influenced by and, in turn, contributory to an international sociolinguistic balance of power that characterizes the latter part of the twentieth century. This balance of power rests solidly on three realities: (1) not only is English increasingly associated with technological modernity and power, but this association is now being fostered by non-English mother-tongue interests; (2) English is both functionally fostered and regulated by local political authorities; and (3) indigenous "preferred languages" are complementary fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being spread by non-English mother-tongue interests.
The world has previously witnessed the spread of languages of empire, the diffusion of lingua francas, and the growth of international languages. In most respects, therefore, the continued spread of English for international and intranational purposes is not novel in the annals of world history—or, if it is novel, it is so primarily in a quantitative sense, in terms of scale, rate, and degree, rather than in any qualitative sense or in terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English in the non-English mother-tongue world, it is merely that the spread has reached such an order of magnitude that it is now significantly fostered by the non- English mother-tongue world, rather than being predominantly de- pendent on resources, efforts, or personnel of the English mothertongue world (Conrad and Fishman 1977). Whether we monitor the veritable army of English-speaking econo-technical specialists, advisors, and representatives, or whether we examine the diffusion of English publications, films, radio and television programs, literacy programs and educational opportunities, it is becoming increasingly clear that non-English mother-tongue countries are significantly active in each of these connections. Nor is their involvement merely that of Third World recipients of Western largesse. True, Third World nations are themselves fostering massive efforts via and on behalf of English. On the other hand, however, equally massive programs via English are being conducted by the Soviet Union, the Arab world, and mainland China-world powers that have their own well-developed standard languages and that normally oppose various political, philosophical, and economic goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional language. The other tongue: English across cultures, v. 2, p. 19-26, 1992.
Which statement about the use of prepositions in relation to support or causation is accurate according to the text?
Provas
O texto seguinte servirá de base para responder às questões de 28 a 32.
Read the excerpt of the book entitled 'The Other Tongue: English across cultures' written by Joshua A. Fishman, published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in various parts of the world proceeds within the penumbra of a rather stable and widespread image of English. This image is itself both influenced by and, in turn, contributory to an international sociolinguistic balance of power that characterizes the latter part of the twentieth century. This balance of power rests solidly on three realities: (1) not only is English increasingly associated with technological modernity and power, but this association is now being fostered by non-English mother-tongue interests; (2) English is both functionally fostered and regulated by local political authorities; and (3) indigenous "preferred languages" are complementary fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being spread by non-English mother-tongue interests.
The world has previously witnessed the spread of languages of empire, the diffusion of lingua francas, and the growth of international languages. In most respects, therefore, the continued spread of English for international and intranational purposes is not novel in the annals of world history—or, if it is novel, it is so primarily in a quantitative sense, in terms of scale, rate, and degree, rather than in any qualitative sense or in terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English in the non-English mother-tongue world, it is merely that the spread has reached such an order of magnitude that it is now significantly fostered by the non- English mother-tongue world, rather than being predominantly de- pendent on resources, efforts, or personnel of the English mothertongue world (Conrad and Fishman 1977). Whether we monitor the veritable army of English-speaking econo-technical specialists, advisors, and representatives, or whether we examine the diffusion of English publications, films, radio and television programs, literacy programs and educational opportunities, it is becoming increasingly clear that non-English mother-tongue countries are significantly active in each of these connections. Nor is their involvement merely that of Third World recipients of Western largesse. True, Third World nations are themselves fostering massive efforts via and on behalf of English. On the other hand, however, equally massive programs via English are being conducted by the Soviet Union, the Arab world, and mainland China-world powers that have their own well-developed standard languages and that normally oppose various political, philosophical, and economic goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional language. The other tongue: English across cultures, v. 2, p. 19-26, 1992.
According to the text, what is a key reason for the continued global spread of English in non-English-speaking countries?
Choose the correct alternative:
Provas
- Gramática - Língua InglesaArtigos | Articles
- Gramática - Língua InglesaSubstantivos e compostos | Nouns and compoundsSubstantivos contáveis e incontáveis | Countable and uncountable
O texto seguinte servirá de base para responder às questões de 28 a 32.
Read the excerpt of the book entitled 'The Other Tongue: English across cultures' written by Joshua A. Fishman, published in 1992:
Sociology of English as an Additional Language
The ongoing nativization of non-native Englishes in various parts of the world proceeds within the penumbra of a rather stable and widespread image of English. This image is itself both influenced by and, in turn, contributory to an international sociolinguistic balance of power that characterizes the latter part of the twentieth century. This balance of power rests solidly on three realities: (1) not only is English increasingly associated with technological modernity and power, but this association is now being fostered by non-English mother-tongue interests; (2) English is both functionally fostered and regulated by local political authorities; and (3) indigenous "preferred languages" are complementary fostered and regulated by these same authorities.
Not only is English still spreading, but it is even being spread by non-English mother-tongue interests.
The world has previously witnessed the spread of languages of empire, the diffusion of lingua francas, and the growth of international languages. In most respects, therefore, the continued spread of English for international and intranational purposes is not novel in the annals of world history—or, if it is novel, it is so primarily in a quantitative sense, in terms of scale, rate, and degree, rather than in any qualitative sense or in terms of kind. If there is something qualitatively new under the sun in conjunction with the spread of English in the non-English mother-tongue world, it is merely that the spread has reached such an order of magnitude that it is now significantly fostered by the non- English mother-tongue world, rather than being predominantly de- pendent on resources, efforts, or personnel of the English mothertongue world (Conrad and Fishman 1977). Whether we monitor the veritable army of English-speaking econo-technical specialists, advisors, and representatives, or whether we examine the diffusion of English publications, films, radio and television programs, literacy programs and educational opportunities, it is becoming increasingly clear that non-English mother-tongue countries are significantly active in each of these connections. Nor is their involvement merely that of Third World recipients of Western largesse. True, Third World nations are themselves fostering massive efforts via and on behalf of English. On the other hand, however, equally massive programs via English are being conducted by the Soviet Union, the Arab world, and mainland China-world powers that have their own well-developed standard languages and that normally oppose various political, philosophical, and economic goals of the English mother-tongue world.
Source: FISHMAN, Joshua A. Sociology of English as an additional language. The other tongue: English across cultures, v. 2, p. 19-26, 1992.
Based on the text, which of the following statements are correct?
I.The use of articles in the text helps to clarify the distinctions between specific entities, such as "the non-English mother-tongue world" and "a stable image of English".
II.The noun "power" is used in the text as a countable noun, indicating multiple types of power in different contexts.
III.The noun "language" is treated as both countable and uncountable, depending on the context in which it is used.
Choose the correct alternative based on the statements:
Provas
O currículo e a didática são elementos interdependentes que se influenciam mutuamente na construção do processo educativo. Ao longo da história, diferentes teorias e tendências pedagógicas têm moldado a concepção de currículo e as práticas didáticas. Qual das alternativas a seguir apresenta uma tendência contemporânea na área de currículo e sua principal característica?
Provas
A avaliação da aprendizagem é um processo complexo e multifacetado, que deve considerar as diferentes dimensões do desenvolvimento humano e as particularidades de cada aluno. Qual das alternativas a seguir apresenta uma abordagem de avaliação que se alinha às concepções contemporâneas de educação?
Provas
A economia circular visa reduzir o desperdício e promover a sustentabilidade, através do reaproveitamento de recursos. Qual das alternativas a seguir exemplifica um princípio da economia circular?
Provas
Sobre as populações europeias entre os séculos XIV e XV, considere as afirmativas a seguir e assinale V, para as verdadeiras, e F, para as falsas:
(__)A tríade composta por fome, epidemias e guerras foi responsável tanto por mortes quanto pelas dificuldades econômicas enfrentadas pelas populações ao longo do século XIV.
(__)No século XIV, diferentes estados ou cidades-estados cobravam impostos. Todavia, havia profundas diferenças locais ou regionais em relação a essa cobrança, algumas cidades como Florença tinha nos impostos 15% da sua receita.
(__)No século XIV, as guerras marcaram o cotidiano das populações na Europa. Os exércitos reais, compostos principalmente por vassalos e nobres, desenvolveram-se, o que contribuiu para a busca por metais para a confecção de armamentos.
Assinale a alternativa que apresenta a sequência correta:
Provas
Em meados do século XIX, no Império brasileiro, desenvolveram-se diversos movimentos abolicionistas, os quais contribuíram para questionar a legitimidade da escravidão. A respeito desses movimentos, considere as afirmativas a seguir e assinale V, para as verdadeiras, e F, para as falsas:
(__)A partir de 1860, muitos movimentos sociais abolicionistas tiveram a liderança de homens negros, os quais provinham de distintas origens e profissões.
(__)Os movimentos abolicionistas por vezes conectavam-se com grupos associativos de caráter trabalhistas, tornando-se intrínsecos à luta de muitos trabalhadores oitocentistas.
(__)Os movimentos abolicionistas fora protagonizados por homens brancos na imprensa, pois raramente os negros tinham acesso à alfabetização. Assim, não há registros de homens negros escrevendo para a imprensa oitocentista.
Assinale a alternativa que apresenta a sequência correta:
Provas
Caderno Container