Foram encontradas 45.299 questões.
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Ubatuba-SP
Turn on screen sharing on your Mac
1. On your Mac, choose Apple menu 
> System Settings, click General 
in the sidebar, then click Sharing on the right. (You may need to scroll down.)
2. If Remote Management is turned on, turn it off.
You can’t have both Screen Sharing and Remote Management on at the same time.
3. Turn on Screen Sharing, then click the Info button 
on the right.
4. Turn on any of the following options:
● Anyone may request permission to control the screen.
● VNC viewers may control the screen with a password. If you turn on this option, you need to enter a password.
5. Click the “Allow access for” pop-up menu, then do one of the following:
● Allow all users to share your computer’s screen: Click the pop-up menu next to “Allow access for,” then choose “All users.”
6. Click Done.
The text above is an example of:
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Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Ubatuba-SP
Available at: https://www.gocomics.com/nonsequitur/2007/11/14 In the comic strip, the part that says
"Now that Brenda has gotten over you and has a fiancé" means:
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Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Ubatuba-SP
Mark the alternative that presents the method being described in the text.
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Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Ubatuba-SP
Read the text to answer question.
Modern Paradoxes
The paradox of our time is that we spend more, but have less, we buy more, but enjoy less. We have bigger houses and smaller families, more comforts, but less time. We more information, but less knowledge, more questions, but fewer answers. We build more computers to hold more information, but we communicate with each other less and less. We have more possessions, but fewer values. We are now long on quantity, but short on quality.
We drink too much, smoke too much, laugh too little, drive too fast, get too angry, read too little, watch TV too much.
We know much about the Moon and Mars, but avoid crossing the street to meet a new neighbor. We are masters of outer space but not of inner space. We say “yes” to a bigger car in the showroom, but “no” to a homeless street kid who tries to sell us a bag of cookies.
These are the times of fast foods and slow digestion, tall men and short character, large profits and shallow relationships. These are the days of luxurious houses, but broken homes. These are times of more leisure, but less fun, overweight bodies, but selfish souls.
It is a time when technology brings this message to you, and a time you can choose either to make a difference and pass it on, or to just hit “delete”.
On Stage Vol. 2 - Amadeu Marques
As far as the general idea of the text is concerned, and not just the details, what is the main contradiction highlighted in the text regarding the way we live nowadays?
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Ubatuba-SP
Read the text to answer question.
Modern Paradoxes
The paradox of our time is that we spend more, but have less, we buy more, but enjoy less. We have bigger houses and smaller families, more comforts, but less time. We more information, but less knowledge, more questions, but fewer answers. We build more computers to hold more information, but we communicate with each other less and less. We have more possessions, but fewer values. We are now long on quantity, but short on quality.
We drink too much, smoke too much, laugh too little, drive too fast, get too angry, read too little, watch TV too much.
We know much about the Moon and Mars, but avoid crossing the street to meet a new neighbor. We are masters of outer space but not of inner space. We say “yes” to a bigger car in the showroom, but “no” to a homeless street kid who tries to sell us a bag of cookies.
These are the times of fast foods and slow digestion, tall men and short character, large profits and shallow relationships. These are the days of luxurious houses, but broken homes. These are times of more leisure, but less fun, overweight bodies, but selfish souls.
It is a time when technology brings this message to you, and a time you can choose either to make a difference and pass it on, or to just hit “delete”.
On Stage Vol. 2 - Amadeu Marques
Considering the last sentence of the text, "It is a time when technology brings this message to you, and a time you can choose either to make a difference and pass it on, or to just hit 'delete'", choose the option that best conveys the message.
Provas
Disciplina: Inglês (Língua Inglesa)
Banca: Avança SP
Orgão: Pref. Ubatuba-SP
Read the text to answer question.
Modern Paradoxes
The paradox of our time is that we spend more, but have less, we buy more, but enjoy less. We have bigger houses and smaller families, more comforts, but less time. We more information, but less knowledge, more questions, but fewer answers. We build more computers to hold more information, but we communicate with each other less and less. We have more possessions, but fewer values. We are now long on quantity, but short on quality.
We drink too much, smoke too much, laugh too little, drive too fast, get too angry, read too little, watch TV too much.
We know much about the Moon and Mars, but avoid crossing the street to meet a new neighbor. We are masters of outer space but not of inner space. We say “yes” to a bigger car in the showroom, but “no” to a homeless street kid who tries to sell us a bag of cookies.
These are the times of fast foods and slow digestion, tall men and short character, large profits and shallow relationships. These are the days of luxurious houses, but broken homes. These are times of more leisure, but less fun, overweight bodies, but selfish souls.
It is a time when technology brings this message to you, and a time you can choose either to make a difference and pass it on, or to just hit “delete”.
On Stage Vol. 2 - Amadeu Marques
Based on the context of the text "Modern Paradoxes," choose the option that best expresses the meaning of the expression "shallow relationships."
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Leia a propaganda.
(https://www.adsoftheworld.com)
As duas frases destacadas na propaganda – “Zombies are real” e “Climate change is not” – podem ser corretamente combinadas por meio do marcador discursivo
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Leia o texto.
Bakhtin concebe os gêneros do discurso como tipos de enunciados criados dentro dos vários campos da atividade humana. Consoante tal perspectiva, a linguagem é aprendida por meio de enunciados concretos, ouvidos e reproduzidos na comunicação verbal. Cada um dos vários gêneros apresenta suas próprias exigências em termos de conteúdo, de estrutura e de sequências linguísticas que os compõem. Todos esses aspectos devem ser aprendidos mediante práticas sociais que desenvolvam as capacidades de linguagem dos indivíduos e as estratégias de aprendizagem.
(Abuêndia Padilha Pinto. Gêneros discursivos e ensino de Língua Inglesa. In: Dionisio, A. P.; Machado,
A. R e Bezerra, M. A (orgs). Gêneros textuais e ensino. Rio de Janeiro: Lucerna. 2005, p.48. Adaptado)
Orientações da BNCC para o ensino de Língua Inglesa na Escola Básica correspondem ao conteúdo no parágrafo ao afirmarem que
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Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach.
When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change.
Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
Read the ad below.
The meeting announced in the ad aims at
Provas
Canada: Educating in and for climate emergency
Climate change is the most urgent crisis facing our planet today. Youth have repeatedly called for action on tackling this crisis, including the implementation of climate change curricula in schools.
Canadian students are among those demanding improvement to the sparse and inconsistent delivery of climate change education. A study published in 2019 found that only about half of Canada’s ministries of education and about 60 per cent of school divisions in the country had sustainabilityspecific policy, with this understood to include governance, curriculum, facilities, research, and community outreach.
When climate change topics are taught, key concepts are often missing such as the scientific consensus that humans are causing climate change, or a focus on impacts or solutions.
A recent countrywide survey of 4,035 respondents across the country highlighted the consequences of inadequate climate change education in schools. One-third of Canadians failed a 10-question knowledge quiz. Only around half knew greenhouse gases were the main cause of climate change.
Few responded correctly that the average temperature has already increased by more than one degree Celsius. Despite their gaps in knowledge, the majority of survey respondents agreed that we are experiencing a climate emergency and that climate change education should be a high priority.
Ten percent of survey respondents were educators (406 people), and among this group, half said a lack of time is a barrier when attempting to include climate change education within the classroom. In fact, respected international organizations have noted that implementing climate change education in schools cannot continue to fall on the shoulders of overburdened teachers.
The traditional way of teaching doesn’t work for complex topics like climate change. Teachers need to shift towards student-directed inquiry and active, real-world learning. It’s not enough to simply quote scientific facts, as a focus on “doom and gloom” can intensify eco-anxiety. Best practices for climate change education include the opportunity to take personal and collective action.
(Karen S. Acton. http://theconversation.com, 07.03.2023. Adaptado)
O documento da BNCC para o ensino de Língua Inglesa em certo momento afirma que “os contextos de produção favorecem processos de significação e reflexão crítica/ problematização dos temas tratados.” (BRASIL. Base Nacional Comum Curricular. 2019). Um professor consciente do fato de que a leitura é uma prática social que busca levar em consideração o contexto de produção do texto, oral ou escrito, em relação a “Canada: Educating in and for a climate emergency”,
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