After reading Dirgeyasa's dialogue about genre-based approach, choose the alternative that it is not true. [...] Then recently, genre is also used in linguistics study. In linguistic study, genre becomes a kind language object to study. As a matter of fact, the study of genre in linguistics literacy is based on Systemic Functional Linguistic-SFL (Halliday, 1978; Swales, 1990; Hyland, 2003). Then, Christie dan Martin (2000) adds that linguistic functional becomes a basic and fundamental reference in the framework of the usage of the language in term of genre. So what is genre in terms of the language and linguistics? Martin (1999) states that genre is communication activity having and orienting goal. Then, Swales (1990) simply defines genre as a communication event in which the members have a set of communication goal. By referring two statements above, it can be said that genre is a process of communication which has a certain goal (goal oriented) for its members in a certain event of communication due to certain social context. Genre is a matter of communication event by social context. Consequently, the different social context then, tends to lead to different genre. [...] In addition, Swales (1990) further argues that: A class of communication events, the members of which share some ethnographical communication, but typically need further validation set of communicative purposes. The purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constraints choice of the content and style. Communicative purpose is both a privileged criterion and one that operate to keep the scope of a genre as here conceived narrowly focused on comparable rhetorical action. In addition to purpose, exemplars of a genre exhibit various patterns of similarities in terms of structure, style, content and intended audiences..The genre name inherited and produced by discourse communities and imported by others constitute valuable.
What Swales has stated is seemingly clear that genre has a number of characteristic and features such as a) genre has a particular communication event, b) genre has a specific goal (goal oriented), c) genre is different and various in accordance to its typical features, d) each genre has a matter of limitation and rules including content, physical form, and shape, and e) every genre belongs to a certain discourse community. In line with discourse community, (Widdoson, 2007) adds that genre is shaped or existing due to the existing discourse community. It is a fact that different discourse community has different genre. Talking about discourse community and genre in connection to the discourse community, Swales (1990), as cited by (Ohoiwutun, 1996), clarifies that characteristics of discourse community in terms of the usage of language in social context is a) a certain discourse community has certain communication goals approved, b) the discourse community communicate within its members, c) a certain discourse community use a certain pattern of communication for its members, d) the discourse community tends to have more than one types of genre to communicate , and e) the discourse community, at last gains a number specific register. (p.45)
Dirgeyasa, I Wy. Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching; Vol. 9, No. 9; 2016

For a long time, we have studied about language learning and new approaches. After reading the extract from Richards (2006, p. 32), choose the correct alternative that complements the argument against P-P-P (Presentation - Practice - Production).
"How does TBI (Task Based Instruction) in practice differ from more traditional teaching approaches? Recall our earlier discussion above of the principles of a P-P-P lesson or teaching format: Presentation: The new grammar structure is presented, often by means of a conversation or short text. The teacher explains the new structure and checks students' comprehension of it. Practice: Students practice using the new structure in a controlled context, through drills or substitution exercises. Production: Students practice using the new structure in different contexts often using their own content or information, in order to develop fluency with the new pattern. Advocates of TBI reject this model on the basis that (a) it doesn't work; and (b) it doesn't reflect current understanding of second language acquisition. They claim that students do not develop fluency or progress in their grammatical development through a P-P-P methodology."

After reading Richards (2006, p.12-13), judge the items (T) true or (F) false and choose the correct alternative.
"As well as rethinking the nature of a syllabus, the new communicative approach to teaching prompted a rethinking of classroom teaching methodology. It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning than through a grammar-based approach. [...] "In applying these principles in the classroom, new classroom techniques and activities were needed, and as we saw above, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required."
( ) Make real communication is the focus of language learning. ( ) Provide opportunities for learners to experiment and try out what they know. ( ) Use drills to make students awareness of language grammar. ( ) Be tolerant of learners' errors as they indicate that the learner is building up his or her communicative competence. ( ) Focus on receptive skills more than productive skills. ( ) Provide opportunities for learners to develop both accuracy and fluency. ( ) Link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world. ( ) Use controlled activities for developing students language learning.

"A method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in procedure." (Richards and Rodgers, 1999, p. 16). So we can say that a method is an umbrella term referring to a broader relationship between theory and practice.
Match the elements to their subelements of method according to Richards & Rodgers (1986) in Brown (2000).
(1) Approach (2) Design (3 ) Procedure
( ) a theory of native language. ( ) a theory of the nature of language learning. ( ) the general and the specific objectives of a method. ( ) a syllabus model. ( ) types of learning and teaching activities. ( ) learner roles. ( ) teacher roles. ( ) the role of instructional material. ( ) classrooms techniques, practices, and behaviors observed when the method is used.
Now choose the correct sequence:

According to the text, Brazilian students

Hutauruk has based her discussion about selecting vocabulary in ESP on Harmer (1991), Gairns and Redman ( 1986) and Thornbury (2002). According to her,

O resultado da integral indefinida ∫ sec³(x) dx é:

Sejam ƒ( x ) e g(x) funções deriváveis no intervalo I. Então a fórmula da integração por partes, envolvendo as funções ƒ(x) e g (x) , pode ser escrita como:

Considere M uma matriz quadrada de ordem 4, cujos elementos são números reais. Se det(M) = 0 , ou seja,

Pode-se afirmar que o resultado da equação é:

A equação da circunferência θ cujo centro se encontra sobre a reta dada por r : 3x + 7y + 2 = 0 e passa pelos pontos A(6,2) e B(8,0) é:

As equações dos lados de um quadrilátero são: r :3x — 8y + 36 = 0, s: x + y -10 = 0. t : 3x — 8y — 19 = 0 e h : x + y + 1 = 0. É correto afirmar que o quadrilátero é um paralelogramo com vértices:

Sobre as transformações lineares, considere: V e U dois espaços vetoriais sobre K (K = ℝ ou K = ℂ) e uma transformação linear F :V → U . Analise as seguintes asserções:

I - Um isomorfismo de V sobre U é uma transformação linear bijetora V sobre U;

II - F é singular, se existe v ∈ V sendo v ≠ 0 , mas F(v) = 0;

III - O posto de F, (p (F)), é definido como sendo a dimensão de sua imagem;

IV - Um operador linear sobre V é uma transformação linear de V em V;

V - Se U = V e dim(V) < +∞, temos que: F é inversível ⇔ F é singular ⇔ F é sobrejetora.

Acerca dessas asserções, assinale a afirmativa CORRETA:

Considere um espaço vetorial V sobre K (K = ℝ ou K = ℂ).
Dado o conjunto S ≠ Ø de V , consideremos o conjunto de todas as combinações lineares de vetores de S:

Nessas condições, julgue as seguintes asserções:

I - L(S) é um subespaço de V que contém S;

II - Existe um único subespaço de V que contém S, que contém );

III - L(S) está contido em todo subespaço de V que contém S;

IV- O vetor nulo de V pertence a S.

Acerca dessas asserções, assinale a afirmativa CORRETA:

Sobre a transformação linear T : M (2,2) → ℝ⁴ , dada por

É CORRETO dizer que:

Considere as asserções:

I. A função ƒ: ℝ → ℝ, definida por ƒ(x) = 2x - 5 tem como função inversa ƒ^-1: ℝ → ℝ, definida por .

II. A função ƒ: ℝ - {3} → ℝ — {-1}, definida por admite a função inversa ƒ: ℝ - {3} → ℝ — {-1 } por .

III. A função ƒ: [0, +∞) → [0, +∞), definida por ƒ(x) =x² tem como inversa a função g: [0, +∞) → [0, +∞), dada por g(x) = √x .

IV. A função ƒ: ℝ → ℝ, definida por y = 2x - 5 tem como inversa a função ƒ^-1: ℝ → ℝ , definida por .

Acerca dessas asserções, assinale a afirmativa CORRETA:

Considere n ∈ ℕ , n ≥ 1 . O valor de S pode ser dado por:

S = 1 .1² + 3.2² + 5.3² + 7.4² + ••• + (2. n - 1). n²

Considere as seguintes definições acerca das cônicas A, B e C:

I - Definição da Cônica A: Sejam F₁ e F₂ dois pontos pertencentes a um plano π. O lugar geométrico do ponto P pertencente a π, cujo módulo da diferença das distâncias de P a F₁ e P a F₂ é igual a uma constante r, com r menor que a distância entre F₁ e F₂, é chamado de A de focos F₁ e F₂, ou seja,

A = {P: |d(P,F₁) - d(P,F₂)| = r}

II - Definição da Cônica B: Sejam F₁ e F₂ dois pontos pertencentes a um plano π. O lugar geométrico do ponto P pertencente a π, onde a soma das distâncias de P a F₁ e P a F₂ é igual a uma constante r, com r maior que a distância entre F₁ e F₂, é chamado de B de focos F₁ e F₂, ou seja,

B={P : d(P , F₁) + d(P ,F₂) = r}

III- Definição da Cônica C: Sejam uma reta e F um ponto do plano não pertencente a . O lugar geométrico C de foco F e diretriz é o lugar geométrico dos pontos do plano cuja distância ao ponto F é igual a sua distância a reta , ou seja,

C ={P : d (P, F) = d(P, )}

De acordo com as definições acima, é correto dizer que:

Sejam X ⊂ ℝ um conjunto de números reais, ƒ: X → ℝ uma função real cujo domínio é X e a ∈ X ' um ponto de acumulação do conjunto X. Negar que o número real L é limite de ƒ(x) quando x tende para a , equivale a dizer que:

I - ∀ ∈ > 0 ∃δ > 0; x ∈ X, 0 < | x — a| < 8 ⇒ |ƒ(x) — L| < ∈.

II - Existe um número ∈ > 0 com a seguinte propriedade: seja qual for δ > 0, pode-se sempre achar x_δ ∈ X tal que 0 < |x_δ — a| < δ e |ƒ(x_δ) — L| ≥ ∈.

III - ∀∈ ≥ 0 ∃δ ≥ 0; x ∈ X, 0 ≤ |x — a| ≤ δ ⇒ |ƒ(x) — L| ≤ ∈.

IV - Existe um número ∈ ≥ 0 com a seguinte propriedade: seja qual for δ ≥ 0, pode-se sempre achar x_δ ∈ X tal que 0 ≤ |x_δ — a| ≤ δ e |ƒ(x_δ) — L| ≤ ∈.

Pode-se concluir que:

Considere que x = x₀ e y = y₀ seja a solução do sistema de equações lineares:

Nesse caso, se x₀ e y₀ são os dois primeiros termos de uma progressão geométrica crescente, então, o terceiro termo dessa progressão será igual a:

Numa progressão geométrica de razão q, sabe-se que:

I - A soma dos logaritmos naturais dos três primeiros termos é igual a 36;

II - O produto do logaritmo natural do primeiro termo com o logaritmo natural da razão é 27.

Se é um número inteiro, então o termo a_2.019, vale: