Língua Inglesa

Língua InglesaConectivos de contraste e concessão· 2011· Pref São Gonçalo

In paragraph 2, the author suggests a criterion for the selection of CLT tasks. The adoption of instigating and collaborative real-life materials is intended to prevent the following condition from occurring in the lang…

Língua InglesaVocabulário em contexto· 2011· Pref São Gonçalo

Some words in English may act as prepositions or adverbials depending on the context. The meaning of the word “beyond” in Beyond your immediate instructional goals, keep reminding your learners to take responsibility (l…

Língua InglesaInterpretação de texto em inglês· 2011· Pref São Gonçalo

Observe the fragment: Such accomplishments provide triggering to get a class moving together towards a common aim. (l. 47/48) The idea expressed above is concerned with the issue of:

Língua InglesaInterpretação de texto em inglês· 2011· Pref São Gonçalo

Observe the fragment: But remember – you are not expected to be an Oracle. (l. 39/40) In the above sentence, the author is trying to express the idea that teachers should not regard themselves as “know-it-all” individua…

Língua InglesaSinônimos· 2011· Pref São Gonçalo

Observe the fragment: …so you certainly have something unique and valuable to share. (l. 23/24) A synonym for the word unique in the above fragment is the following:

Língua InglesaMétodos e abordagens de ensino de línguas· 2011· Pref São Gonçalo

Productive EFL teaching requires not only expertise, but also a repertoire of teaching strategies. According to the text, such strategies reflect the teacher ability to:

Língua InglesaSimple present e present continuous· 2011· Pref São Gonçalo

In order to understand the core meaning conveyed by verbs, we must take into account the notions of tense and aspect. The progressive aspect in Once they are chatting, just stand back and quietly observe (l. 17/18) refe…

Língua InglesaIdeia principal e título do texto· 2011· Pref São Gonçalo

Procedural repertoires are crucial in developing efficient EFL teaching. In paragraphs 2, 3 and 6, such repertoires are described so as to convey, respectively, the teacher roles of:

Língua InglesaFinalidade e função comunicativa do texto· 2011· Pref São Gonçalo

Questions inserted in texts may serve different purposes. The intention behind the inclusion of questions such as “How can I learn new vocabulary?”, “How can I remember the grammar rules?” (l. 36/37) is to:

Língua InglesaFormação de palavras – prefixos e sufixos· 2011· Pref São Gonçalo

Understanding word-building and affixation in a foreign language is one of the main ways of enriching vocabulary. The suffix –er in provider (l. 14) contrasts functionally with suffixation in: