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I. O uso de “cê” corresponde a uma forma reduzida de “você”, típica da oralidade e de situações de menor formalidade.
II. O emprego de “cê” caracteriza erro gramatical e interfere negativamente na compreensão do verso.
III. Essa forma reduzida constitui marca de variação linguística legítima, registrada amplamente na fala cotidiana em vários contextos urbanos.
IV. O uso de “cê” indica regionalismo específico que limita a compreensão da canção a determinadas áreas do país.
Após análise, conclui-se que é correto o que se afirma em:
"Uma fina saudade, porém, começou a alinhavar-se em seus dias. Não saudade da mulher.
Mas do desejo inflamado que tivera por ela." Sobre as palavras destacadas, assinale a alternativa correta.
( ) O uso de “tosquiou-lhe” contribui para representar a mulher como alguém destituído de autonomia, aproximando a ação de um tratamento dado a animais.
( ) O ato de cortar os cabelos é apresentado como um gesto de cuidado e proteção do marido.
( ) O verbo “tosquiar” reforça o caráter agressivo da ação, revelando a intenção de controle sobre o corpo dela.
( ) O gesto do marido é descrito como iniciativa consensual entre o casal.
( ) A escolha lexical demonstra o comportamento autoritário do marido.
Assinale a alternativa que apresenta a sequência correta.
"Por que" é expressão formada pela sequência de preposição + pronome interrogativo ou relativo. Assinale a alternativa em que o uso do "por que" também está correto:
"Por fim, é fundamental reconhecer que o Brasil é um país diverso, com 5.570 municípios que possuem realidades urbanas, ambientais, econômicas e sociais muito distintas. Essas realidades não são estáticas: elas mudam constantemente, trazendo novos desafios e perspectivas para o planejamento urbano sustentável."
A acentuação é o modo de pronunciar um som ou grupo de sons com mais relevo do que outros nas palavras. Todas as palavras destacadas no excerto apresentam sílaba tônica, seja ela acentuada graficamente ou não. Tendo isso em consideração, analise as sentenças a seguir:
I.A palavra sustentável é acentuada porque é paroxítona terminada em -l.
II.As palavras municípios e estáticas são acentuadas graficamente porque atendem à mesma regra, são proparoxítonas.
III.A palavra país recebe acento gráfico porque se trata de um hiato, ou seja, leva acento agudo no i porque ele representa a segunda vogal tônica de um hiato.
É correto o que se afirma em:
(__)O crescimento das cidades de forma desordenada, ou seja, sem planejamento é um dos fatores que agravam os problemas ambientais.
(__)As cidades podem e devem se desenvolver, mas ancoradas em um planejamento que coloque em diálogo, quando possível, a qualidade de vida das pessoas e a preservação dos recursos naturais.
(__)O problema que exige mais atenção humana e políticas de planejamento é a fragilidade dos solos que, por ser natural, dificulta qualquer ação que busque preservar os leitos dos rios, o fluxo das águas e a qualidade dos recursos hídricos, comprometendo o abastecimento das cidades.
Assinale a alternativa que apresenta a sequência correta:
"O agravamento dos problemas ambientais tem transformado a forma como pensamos o desenvolvimento das cidades."
TEXT:
Building Rapport
Establishing strong foundations for teaching and learning
By Stephanie Hirchman
September 2, 2025
How do teachers build rapport with students? I can’t think of a more important question; after all, learning is all about relationships. In fact, I hope the word “rapport” runs through all the blogs I’ve written, like the letters in a stick of rock. However, as the summer holidays draw to a close and with new beginnings in sight, I’m going to focus exclusively on building rapport.
Fostering rapport
Let’s get out the metaphors! If learning is a house, then rapport is the foundation, but because it needs constant maintenance, rapport is also a garden, tended with care on a daily basis. When there is a good rapport, students feel:
• seen – each student is greeted individually, and the teacher makes an eff ort to interact with each one during the lesson.
• confident in the teacher, the course, and themselves - the teacher knows what each student needs and how to deliver it so students make progress. Classroom routines are predictable, fair, and make sense.
• safe – they know the teacher will not embarrass them or expose their sensitivities or weaknesses. Mistakes are dealt with sensitively and treated as learning opportunities.
• accepted – the teacher meets each individual student exactly where they are, without judgment, academically and personally. If someone is called out on their behaviour, this is done in private, and an explanation is given about why this behaviour is unproductive or unacceptable.
Student profiles – the basis for rapport
Whatever your teaching context, you’ve got to get to know each student as an individual. This can be considered as an initial information gathering phase, with several possible pathways.
A good starting point is to test students either before they start the course or in the first few days, making it clear that this is a process that produces information that will help you to plan and them to learn. Try to generate as full a picture as possible, so you have an idea about their abilities in all four skills.
Secondly, you need to conduct a needs analysis, either privately or publicly. You can read more about this process, but bear in mind that a public needs analysis can also serve to make everyone in the class aware of each other’s interests and thus of the rationale for including certain topics, language points, or skills work in the course syllabus.
Finally, use whatever resources you have to identify students with specific learning differences or traumas/triggers. This information may be disclosed at registration, self-disclosed (perhaps at interview) or in a private needs analysis, or tentatively identified through your own observations. Obviously, this information is private, between you and the student (and their parents, if they are under 18).
Classroom activities to build rapport at the start of a course
These rapport-building activities aim to generate information in such a way that students feel well-supported.
In a first lesson, the top priority is to make sure you know everybody’s preferred names and how to pronounce them. I’ve always found it helpful to have small desktop cards with this information on display – at least for a couple of sessions. Why not ask the students to make these themselves, or at least to personalize them? The back of the card could have some classroom language phrases to help prompt students, and there’s also the option of including this useful functional language as an introductory lesson – note that this generates a lot of information about student performance in areas like listening (including following instructions), speaking (including pronunciation) and studentship (including note-taking), facility with vocabulary, grammar and functional language. It can also serve as an introduction to pair and group work and to questioning and correction techniques, and, of course, builds confidence for students to take an active part in lessons.
Rapport thrives on praise
Teachers must remember that students are putting themselves on the line every time they come to class. Every effort carries a risk of failure, and not everyone is robust enough to bounce back easily when this occurs. Praise is the magic ingredient here – individualized, sincere and specific. Even when things have gone a bit wrong, find something that went well. It may be that you’re praising eff ort (“Good try, Haruka, I like that idea, but it isn’t what I’m looking for right now.”) or scaffolding achievement (“That’s a pretty good sentence, Juan, the verb tense is correct. But think again about the subject – should it be singular or plural?”). It may be delivered in written form (“This essay makes some relevant points. You used a lot of new vocabulary and improved your accuracy with punctuation. Next time, put the information into paragraphs.”). And when you make a mistake, as you inevitably will, model a positive reaction – check the information, put it right and thank the person who pointed it out.
Finally, make plenty of space for laughter and smiles, as they not only reduce stress, but have a positive effect on engagement, learning and recall. Rapport really does serve learning.
Adapted from: https://www.linguahouse.com/blog/post/building-rapport Acesso em 18/10/2025
TEXT:
Building Rapport
Establishing strong foundations for teaching and learning
By Stephanie Hirchman
September 2, 2025
How do teachers build rapport with students? I can’t think of a more important question; after all, learning is all about relationships. In fact, I hope the word “rapport” runs through all the blogs I’ve written, like the letters in a stick of rock. However, as the summer holidays draw to a close and with new beginnings in sight, I’m going to focus exclusively on building rapport.
Fostering rapport
Let’s get out the metaphors! If learning is a house, then rapport is the foundation, but because it needs constant maintenance, rapport is also a garden, tended with care on a daily basis. When there is a good rapport, students feel:
• seen – each student is greeted individually, and the teacher makes an eff ort to interact with each one during the lesson.
• confident in the teacher, the course, and themselves - the teacher knows what each student needs and how to deliver it so students make progress. Classroom routines are predictable, fair, and make sense.
• safe – they know the teacher will not embarrass them or expose their sensitivities or weaknesses. Mistakes are dealt with sensitively and treated as learning opportunities.
• accepted – the teacher meets each individual student exactly where they are, without judgment, academically and personally. If someone is called out on their behaviour, this is done in private, and an explanation is given about why this behaviour is unproductive or unacceptable.
Student profiles – the basis for rapport
Whatever your teaching context, you’ve got to get to know each student as an individual. This can be considered as an initial information gathering phase, with several possible pathways.
A good starting point is to test students either before they start the course or in the first few days, making it clear that this is a process that produces information that will help you to plan and them to learn. Try to generate as full a picture as possible, so you have an idea about their abilities in all four skills.
Secondly, you need to conduct a needs analysis, either privately or publicly. You can read more about this process, but bear in mind that a public needs analysis can also serve to make everyone in the class aware of each other’s interests and thus of the rationale for including certain topics, language points, or skills work in the course syllabus.
Finally, use whatever resources you have to identify students with specific learning differences or traumas/triggers. This information may be disclosed at registration, self-disclosed (perhaps at interview) or in a private needs analysis, or tentatively identified through your own observations. Obviously, this information is private, between you and the student (and their parents, if they are under 18).
Classroom activities to build rapport at the start of a course
These rapport-building activities aim to generate information in such a way that students feel well-supported.
In a first lesson, the top priority is to make sure you know everybody’s preferred names and how to pronounce them. I’ve always found it helpful to have small desktop cards with this information on display – at least for a couple of sessions. Why not ask the students to make these themselves, or at least to personalize them? The back of the card could have some classroom language phrases to help prompt students, and there’s also the option of including this useful functional language as an introductory lesson – note that this generates a lot of information about student performance in areas like listening (including following instructions), speaking (including pronunciation) and studentship (including note-taking), facility with vocabulary, grammar and functional language. It can also serve as an introduction to pair and group work and to questioning and correction techniques, and, of course, builds confidence for students to take an active part in lessons.
Rapport thrives on praise
Teachers must remember that students are putting themselves on the line every time they come to class. Every effort carries a risk of failure, and not everyone is robust enough to bounce back easily when this occurs. Praise is the magic ingredient here – individualized, sincere and specific. Even when things have gone a bit wrong, find something that went well. It may be that you’re praising eff ort (“Good try, Haruka, I like that idea, but it isn’t what I’m looking for right now.”) or scaffolding achievement (“That’s a pretty good sentence, Juan, the verb tense is correct. But think again about the subject – should it be singular or plural?”). It may be delivered in written form (“This essay makes some relevant points. You used a lot of new vocabulary and improved your accuracy with punctuation. Next time, put the information into paragraphs.”). And when you make a mistake, as you inevitably will, model a positive reaction – check the information, put it right and thank the person who pointed it out.
Finally, make plenty of space for laughter and smiles, as they not only reduce stress, but have a positive effect on engagement, learning and recall. Rapport really does serve learning.
Adapted from: https://www.linguahouse.com/blog/post/building-rapport Acesso em 18/10/2025
TEXT:
Building Rapport
Establishing strong foundations for teaching and learning
By Stephanie Hirchman
September 2, 2025
How do teachers build rapport with students? I can’t think of a more important question; after all, learning is all about relationships. In fact, I hope the word “rapport” runs through all the blogs I’ve written, like the letters in a stick of rock. However, as the summer holidays draw to a close and with new beginnings in sight, I’m going to focus exclusively on building rapport.
Fostering rapport
Let’s get out the metaphors! If learning is a house, then rapport is the foundation, but because it needs constant maintenance, rapport is also a garden, tended with care on a daily basis. When there is a good rapport, students feel:
• seen – each student is greeted individually, and the teacher makes an eff ort to interact with each one during the lesson.
• confident in the teacher, the course, and themselves - the teacher knows what each student needs and how to deliver it so students make progress. Classroom routines are predictable, fair, and make sense.
• safe – they know the teacher will not embarrass them or expose their sensitivities or weaknesses. Mistakes are dealt with sensitively and treated as learning opportunities.
• accepted – the teacher meets each individual student exactly where they are, without judgment, academically and personally. If someone is called out on their behaviour, this is done in private, and an explanation is given about why this behaviour is unproductive or unacceptable.
Student profiles – the basis for rapport
Whatever your teaching context, you’ve got to get to know each student as an individual. This can be considered as an initial information gathering phase, with several possible pathways.
A good starting point is to test students either before they start the course or in the first few days, making it clear that this is a process that produces information that will help you to plan and them to learn. Try to generate as full a picture as possible, so you have an idea about their abilities in all four skills.
Secondly, you need to conduct a needs analysis, either privately or publicly. You can read more about this process, but bear in mind that a public needs analysis can also serve to make everyone in the class aware of each other’s interests and thus of the rationale for including certain topics, language points, or skills work in the course syllabus.
Finally, use whatever resources you have to identify students with specific learning differences or traumas/triggers. This information may be disclosed at registration, self-disclosed (perhaps at interview) or in a private needs analysis, or tentatively identified through your own observations. Obviously, this information is private, between you and the student (and their parents, if they are under 18).
Classroom activities to build rapport at the start of a course
These rapport-building activities aim to generate information in such a way that students feel well-supported.
In a first lesson, the top priority is to make sure you know everybody’s preferred names and how to pronounce them. I’ve always found it helpful to have small desktop cards with this information on display – at least for a couple of sessions. Why not ask the students to make these themselves, or at least to personalize them? The back of the card could have some classroom language phrases to help prompt students, and there’s also the option of including this useful functional language as an introductory lesson – note that this generates a lot of information about student performance in areas like listening (including following instructions), speaking (including pronunciation) and studentship (including note-taking), facility with vocabulary, grammar and functional language. It can also serve as an introduction to pair and group work and to questioning and correction techniques, and, of course, builds confidence for students to take an active part in lessons.
Rapport thrives on praise
Teachers must remember that students are putting themselves on the line every time they come to class. Every effort carries a risk of failure, and not everyone is robust enough to bounce back easily when this occurs. Praise is the magic ingredient here – individualized, sincere and specific. Even when things have gone a bit wrong, find something that went well. It may be that you’re praising eff ort (“Good try, Haruka, I like that idea, but it isn’t what I’m looking for right now.”) or scaffolding achievement (“That’s a pretty good sentence, Juan, the verb tense is correct. But think again about the subject – should it be singular or plural?”). It may be delivered in written form (“This essay makes some relevant points. You used a lot of new vocabulary and improved your accuracy with punctuation. Next time, put the information into paragraphs.”). And when you make a mistake, as you inevitably will, model a positive reaction – check the information, put it right and thank the person who pointed it out.
Finally, make plenty of space for laughter and smiles, as they not only reduce stress, but have a positive effect on engagement, learning and recall. Rapport really does serve learning.
Adapted from: https://www.linguahouse.com/blog/post/building-rapport Acesso em 18/10/2025
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