tag:blogger.com,1999:blog-4211894195824676622024-02-08T08:55:11.431-08:00Descomplicando o InglêsUnknownnoreply@blogger.comBlogger29125tag:blogger.com,1999:blog-421189419582467662.post-82597854356000788292009-07-28T18:30:00.000-07:002009-07-28T19:25:13.043-07:00OUTRA LIÇÃO PARA NIVEL MÉDIO<div align="center"><span style="font-size:180%;">AK 47</span></div><div align="center"></div><p>Para imprimir e praticar<br />A: Vocabulary<br /><br />Match these words with their meanings.<br />( )inventor, ( )terrorists, ( ) design, ( ) invent, ( ) proud, ( )guerrillas<br /><br /><br />1. verb: to plan and make a drawing of something so it can be built or made<br /><br />2. verb: to make or think of something for the first time<br /><br />3. noun: a person who makes or thinks of something new<br /><br />4. noun: people who hurt, frighten or kill others so that the government of the country will do what they want<br /><br />5. noun: people who fight secretly usually against the army of a country or its government</p><p>6. adjective: to feel pleased or good about something you have done<br /><br /><br />Reading Activities<br /><br /><br />A: Word Order<br />Look at the questions below and put the words into the correct order.<br /><br /><br />1. the / is / inventor / Who / ?<br /><br />2. and / did / he / What / design / invent / ?<br /><br />3. use / do / terrorists / What / and / guerrillas / ?<br /><br />4. of / What / he / is / proud / ?<br /><br /><br />B: Questions<br /><br /><br />Now answer the questions from A: Word Order above.<br /><br /><br />BERLIN Monday July 29 (Reuters) - Mikhail Kalashnikov, inventor of the rifle AK-47, said Saturday he was proud of developing the rifle but wishes he'd designed something to help people instead -- like a lawnmower. "I would have preferred to invent something which helps people and makes life easier for farmers. A lawnmower, for example," the 82-year-old general told Bild newspaper.<br />The Kalashnikov can fire 400 rounds per minute and is light and easy to maintain. Guerrillas around the world use the Kalashnikov but its inventor does not feel sorry that he invented it. "I am proud of it. And sad, too, that the weapon is used by terrorists," said Kalashnikov<br />Kalashnikov is said to have thought of the idea for the submachine gun while he was in hospital recovering from shell-shock in 1941. The Kalashnikov went into production in 1947 and the Russian army started using the gun in 1949. About 100 million AK-47s have been built.<br />Although the AK-47 has been very successful, Kalashnikov has never earned any money from his invention. He said that all the money that the gun earned "went to the state."Words:maintain - to keep something working well state - a country and its government<br />Article © 2002 Reuters Limited. Lesson © 2002 www.english-to-go.com<br /><br />C: Reading for Detail<br /><br /><br />Read the lines below and choose the best answers:<br /><br /><br />"Guerrillas around the world use the Kalashnikov but its inventor does not feel sorry that he invented it."<br />1. inventor means... a. the AK-47 b. Mikhail Kalashnikov c. a soldier<br /><br /><br />2. he means... a. the AK-47 b. Mikhail Kalashnikov c. a soldier<br /><br /><br />"...he was proud of developing the rifle but wishes he'd designed something to help people instead -- like a lawnmower."[<br /><br /><br />3. This part of the article means... a. Kalashnikov wishes he had invented a lawnmower, not the AK-47. b. Kalashnikov wishes he hadn't invented a lawnmower. c. Kakashnikov likes guns more than lawnmowers.<br /><br /><br /><br /><br />"...Although the AK-47 has been very successful, Kalashnikov has never earned any money from his invention."<br />4. This sentence means... a. the rifle is very popular and Kalashnikov has got lots of money because he invented it.<br /><br />b. the rifle is very popular and people have bought lots of them from Kalashnikov.<br /><br />c. the rifle is very popular, but Kalashnikov has not got any money from his invention.<br /><br /><br /><br /><br />D: Gapfill<br />Look at the article below and fill in the gaps with the words below. Don't look back at the article.<br />the (x4), of, a, can, and (x2), but, in (x2), from (x2)<br /><br /><br />Kalashnikov Wishes He'd Invented a Lawnmower<br /><br /><br />BERLIN Monday July 29 (Reuters) -<br /><br />Mikhail Kalashnikov, inventor of 1.______ rifle AK-47, said Saturday he was proud 2.______ developing 3.______ rifle but wishes he'd designed something to help people instead -- like 4.______ lawnmower. "I would have preferred to invent something which helps people and makes life easier for farmers. A lawnmower, for example," the 82-year-old general told Bild newspaper.<br />The Kalashnikov 5.______ fire 400 rounds per minute 6.______ is light 7.______ easy to maintain. Guerrillas around the world use the Kalashnikov 8.______ its inventor does not feel sorry that he invented it. "I am proud of it. And sad, too, that 9.______ weapon is used by terrorists," said Kalashnikov.<br />Kalashnikov is said to have thought of the idea for 10.______ submachine gun while he was in hospital recovering 11.______ shell-shock in 1941. The Kalashnikov went into production 12.______ 1947 and the Russian army started using the gun 13.______ 1949. About 100 million AK-47s have been built.<br />Despite the success of the AK-47, Kalashnikov has never earned any money 14.______ his invention. He said that all the money that the gun earned "went to the state."<br />Article © 2002 Reuters Limited. Lesson © 2002 <a href="http://www.english-to-go.com/">http://www.english-to-go.com/</a><br /><br /><br />A: Language<br />In today's article there are these words: "... [he] wishes he'd designed something to help people instead -- like a lawnmower."We use the pattern wish + had (done) to mean that we are sorry that something didn't happen. (In the sentence from the article Kalashnikov is sorry that he didn't invent the lawnmower.)<br /><br /><br />Here are some other examples:<br /><br />a. You ate some fish for dinner. Now you feel sick.I wish I hadn't eaten that fish.<br /><br />b. Your teacher gives you a test. You didn't study for it last night. You look at the test and see that it is very difficult.I wish I had studied for the test.<br /><br /><br />Look at the situations below. Put the words in the mixed sentences into the correct order to make sentences with I wish.... The first one is done for you as an example.<br /><br /><br />1. I forgot to bring my umbrella and now it is raining. </p><p>my / umbrella / had / I / wish / I / brought Answer: I wish I had brought my umbrella.<br /><br /><br />2. It rained when we were on holiday. I / it / hadn't / wish / rained<br /><br /><br />3. I didn't study very hard when I was younger. younger / wish / I / had / studied / harder / when / I / was / I<br /></p><p>4. A job was offered to me but I didn't take it. Now I think it was a good job. I / I / taken / job / wish / had / that<br /></p><p>5. I spent $500 on a new dress. Now I don't like it. that / dress / I / bought / wish / I / hadn't </p><p></p><p align="center"></p><p align="center"><span style="font-size:180%;"></span> </p><p align="center"><span style="font-size:180%;">ANSWER KEY<br /></p></span><p align="center">Pre-Reading Activities<br />A: Vocabulary - Answers<br />1. design; 2. invent; 3. inventor; 4. terrorists; 5. guerrillas; 6. proud.<br /></p><p>A: Word Order - Answers<br />1. Who is the inventor? 2. What did he design and invent? 3. What do terrorist and guerillas use? 4. What is he proud of?<br /></p><p>B: Questions - Answers<br />1. Mikhail Kalashnikov 2. the AK-47 rifle 3. the AK-47 4. developing the AK-47<br /></p><p>C: Reading for Detail - Answers<br />1. b; 2. b; 3. a; 4. c; 5. b.<br /></p><p>D: Gapfill - Answers<br />1. the; 2. of; 3. the; 4. a; 5. can; 6. and; 7. and; 8. but; 9. the; 10. the; 11. from; 12. in; 13. in; 14. from.<br /></p><p>Post-Reading Activities<br /></p><p>A: Language - Answers 2. I wish it hadn't rained. 3. I wish I had studied harder when I was younger. 4. I wish I had taken that job. 5. I wish I hadn't bought that dress. </p>Unknownnoreply@blogger.com21tag:blogger.com,1999:blog-421189419582467662.post-25774719447313175662009-05-02T16:58:00.000-07:002009-05-02T17:08:09.091-07:00Exercício V - Contexto e Contraste1. Johnny was besotted in not checking the depth of the water before he jumped in, but it was a good thing that his father was wise and checked it first.<br />The word besotted in this sentence means<br />decent - unaware<br />foolish - incomplete<br /><br />2. Brad made a cursory effort to finish his homework. This was unlike him; usually he worked hard to finish before dinner.<br />The word cursory in this sentence means<br />insincere - genuine<br />valid - actual<br /><br />3. I thought the painting of the waves crashing into the shore was very picturesque, but I thought the one next to it was quite ugly.<br />The word picturesque in this sentence means<br />attractive - large<br />colorful - soothing<br /><br />4. The omnipotent superhero always won his battles, unlike his weak opponents.<br />The word omnipotent in this sentence means<br />almighty - weak<br />powerless - great<br /><br />5. After being ill and unable to eat for three days, Beverly had a voracious appetite.<br />The word voracious in this sentence means<br />satisfied - quenched<br />small - big<br /><br />6. We were all pretty apathetic in the movie about animals, but we became interested when it started showing all the tricks dogs could do.<br />The word apathetic in this sentence means<br />gracious - angry<br />uninterested - sleepyUnknownnoreply@blogger.com12tag:blogger.com,1999:blog-421189419582467662.post-66873997106087986672009-04-25T19:56:00.000-07:002009-04-25T20:00:32.528-07:00Exercício IV - Contexto e Comparação1.The girls languidly put on their jackets as if they had no energy at all. The word languidly in this sentence means<br /> energetically - quickly<br /> energy - less actively<br /><br />2. The mother was determined to prove her son's innocence; the father was resolute as well.The word resolute in this sentence means<br /> wavering - determined<br /> not determined - unsure<br /><br />3. Some people feel perplexed by brain teasers, while others figure them out quickly. The word perplexed in this sentence means<br /> troubled or confused - at ease<br /> calm - relaxed<br /><br />4. After being unable to get a good night's sleep for many days, Allyson became lethargic. She didn't have the energy to get out of bed. The word lethargic in this sentence means<br /> active - bubbly<br /> exhausted - lively<br /><br />5. Instead of climbing into bed, she decided to take a nap on the chaise. The word chaise in this sentence means<br /> sleeping bag - bed-like furniture<br /> chair - floor<br /><br />6. The unsubstantial story was as if she were retelling a dream. The word unsubstantial in this sentence means<br /> realistic - true<br /> unreal - unlikeUnknownnoreply@blogger.com1tag:blogger.com,1999:blog-421189419582467662.post-63342882545734914472009-04-19T18:30:00.000-07:002009-04-19T18:43:56.663-07:00Exercício III - Contexto e Sinonimos1. The book of logic contained many conundrums - mind-exercising puzzles.<br /> The word conundrums in this sentence means<br /> pictures - stories<br /> answers - puzzles<br /><br />2. Jackie was filled with mortification, or shame, because of her careless remark.<br /> The word mortification in this sentence means<br /> proud - shame<br /> confident - happy<br /><br />3. His rancor, or hatred, of his brother has caused him to live his life as a lonely person.<br /> The word rancor in this sentence means<br /> love - generous<br /> tolerance - hatred<br /><br />4. The events for the conference were listed in chronological order. They began with the first event of the day and ended with the closing ceremonies in the evening.<br /> The word chronological in this sentence means<br /> out of order - broken<br /> messed up - in order<br /><br />5. There was crazy pandemonium as people were trying to leave the rock concert.<br /> The word pandemonium in this sentence means<br /> silence - craziness or chaos<br /> order - peace<br /><br />6. The man was sent to the penitentiary, or prison, for stealing cars.<br /> The word penitentiary in this sentence means<br /> paradise - hotel<br /> prison - heavenUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-35769560113668856442009-04-19T17:50:00.000-07:002009-04-19T18:01:32.961-07:00SKIMMING OR READING FOR GIST - Leitura rápida que tem por finalidade checar o sentido geral do textoThe frog sat on the side of the pond. He was very still. His green color made him hard to see. A bug flew near him. His tongue zipped out, and he gobbled it up. Then the frog was still again. He waited for the next bug.The main idea in this passage is:<br /><br />Frogs are green.<br /><br />Frogs eat bugs.<br /><br />Frogs do not move.<br /><br />Frogs live in ponds.<br /><br /><br />2. It was backward day at school. The students had to do things backward. Some of them wore their T-shirts backward. They took a test before they studied the lesson! Dessert was served first instead of last. They tried to walk home backward, but they bumped into each other and fell down.The main idea in this passage is:<br /><br />Dessert is supposed to come last.<br /><br />The students had a backward day.<br /><br />It is hard to do things backward.<br /><br />Students failed their tests.<br /><br /><br />3. Jon held the ball in his hands. He bounced it slowly on the ground. Once. Twice. He crouched low and then jumped. The ball flew into the air. Up, up, up, it went. Then down, down, down, into the basket. "Yes!" he yelled. "Nothing but net!"The main idea in this passage is:<br /><br />How to throw a basketball.<br /><br />Jon could jump.<br /><br />Jon liked basketball.<br /><br />Jon makes a basket.Unknownnoreply@blogger.com29tag:blogger.com,1999:blog-421189419582467662.post-23657679751219220052009-04-16T06:00:00.000-07:002009-04-16T06:14:45.088-07:00Exercicio II - Contexto e Explicação1. Katie appeared infallible in math class because she had never gotten a problem wrong.<br />The word infallible in this sentence means<br />never wrong - mistaken<br />wrong - incorrect<br /><br />2. The tornado annihilated the whole town to the point that nothing was left standing.<br />The word annihilated in this sentence means<br />destroyed - saved<br />created - constructed<br /><br />3. We could tell by the rotten smell, that something putrid was in our trash can.<br />The word putrid in this sentence means<br />ample - alive<br />rotten - appealing<br /><br />4. Phyllis felt elated when she won the race.<br />The word elated in this sentence means<br />sick - miserable<br />tired - happy<br /><br />5. The insidious burglar was able to sneak into the house without being heard or seen.<br />The word insidious in this sentence means<br />strong - loud<br />clumsy - sneaky<br /><br />6. The voters were so upset about the outcome of the election that a skirmish broke out and the police had to break it up.<br />The word skirmish in this sentence means<br />fight - sunshine<br />hurricane - creatureUnknownnoreply@blogger.com16tag:blogger.com,1999:blog-421189419582467662.post-32324349724753209612009-04-16T05:04:00.000-07:002009-05-01T07:16:55.555-07:00Uma lição para nível médio<div align="center"><span style="font-size:180%;"></span></div><div align="center"><span style="font-size:180%;"></span></div><div align="center"><span style="font-size:180%;"></span></div><div align="center"><span style="font-size:180%;"></span> </div><div align="center"><span style="font-size:180%;"></span> </div><div align="center"><span style="font-size:180%;"></span> </div><div align="center"><span style="font-size:180%;">A CAR OF THE FUTURE</span></div><br /><br /><br />Pre-Reading Activities<br /><strong>A: Short Discussion<br /></strong>Answer these questions with a partner:<br />What kind of vehicle do you think you will be driving in 2010?<br />How different do you think it will be from present-day cars?<br />(You could think about design, engine and speed.)<br /><br /><br />Reading Activities<br /><strong>A: Comprehension<br /></strong>Read the questions and look for the answers in the article. (Note: Today's article is divided into different sections.)<br />1. What is the name of the aviation company who will test the car?2. What is special about the car?3. What is the name of the car?4. When will the car have its first test journey?<br /><br /><br /><strong>Company Plans To Test 'Flying Car'<br /></strong>Wednesday May 26 LONDON (Reuters) - A U.S. aviation company is planning to test a revolutionary new ``flying car'' that will hover above the ground and could change the way people travel in the future.<br />Moller International, of California, plans to take the so-called Skycar on its maiden journey in the next few weeks and could reveal it to the press by the end of the year, New Scientist magazine said on Wednesday.<br /><br /><br />5. How many people will it seat? 6. How many miles per liter of gas will it do?7. What will its highest speed be?<br /><br />The Batmobile shaped vehicle will seat four people, do about five miles per liter of gas, have a top speed of over 370 miles per hour and will take off and land vertically.<br /><br /><br />8. How high will it fly on its first flight?9. How long will it hover before it lands on its first flight?10. How will later flights be different?11. In the future who will be able to fly one of the Skycars?<br /><br />"On its first flight, the Skycar will rise to a height of two meters (six feet) or so, hover for one minute and then land, just like a Harrier jump jet," the magazine said.<br />"Later flights will be more ambitious. Once the aircraft receives a license from the Federal Aviation Administration (FAA) anyone with a pilot's license will be able to fly one in the U.S.," it said.<br /><br /><br />12. Who thought of the idea?13. How much will this Skycar cost?14. How long has he been working on this project for?15. The design is still not perfect. But how much could the car cost in the future?16. In the future who or what will actually fly the car?<br /><br />The vehicle, which will be hand-built and cost about $1 million, is the brainchild of Paul Moller, who founded the company. He has been working on the project for 30 years.<br />Once the design is perfected and mass produced, Moller estimates it could cost about $60,000.<br />"The first Skycars will be fly-by-wire vehicles. In other words, while the pilot tells the craft what to do, a computer will actually do the flying, taking the vehicle's rate of turn, and altitude into account when it responds to instructions," the magazine said.<br />Article © 1999 Reuters Limited. Lesson ©2001 <a href="http://www.english-to-go.com/">http://www.english-to-go.com/</a><br /><br /><br /><strong>B: Matching words and meanings<br /></strong>Find these words in the article and then match them with their meanings:<br />Words Meanings<br />hover goes straight up in the air<br />brainchild to stay in the air in one place<br />mass produced first<br />maiden idea or invention<br />vertically built by someone without using factory machines<br />hand-built to make large numbers of something using machines<br /><br /><strong>C: Check what you know<br /></strong>These sentences have information from the article. Put the words in the right order without looking back at the article.<br />1. a / American / an / car / company / few / in / new / next / test / the / weeks / will<br />2. car / four / people / seat / the / will<br />3. 370 / be / hour / its / miles / more / per / speed / than / top / will<br />4. and / will / it / land / off / take / vertically<br />5. $60 000 / about / cost / could / future / in / it / the<br />6. a / actually / car / computer / fly / the / will<br /><br /><br /><strong>D: Language<br /></strong>Look at the following excerpts from today's article. What word is used in the future form?<br /><br /><br />- <em>On its first flight, the Skycar will rise to a height of two meters (six feet).<br />- The first Skycars will be fly-by-wire vehicles.<br /></em>Do you know when to use <strong>will</strong> or <strong>going to</strong> to talk about something happening in the future? Most often <strong>will</strong> is used (see above). We use (be) <strong>going to</strong> when a circumstance reveals something that is going to happen in the future:<br /><em>- "Look! The Skycar driver has started the engine. He's going to fly it."<br />- It's not a good day to fly. It's going to rain.<br /></em><br /><br />Complete the following dialogue between Paul Moller and one of his colleagues at Moller International, Gavin Spencer. Fill in the gaps with either <strong>will</strong> or (be) <strong>going to.</strong><br /><br /><br />(In the lunch room) Spencer: Would you like some more coffee, Mr Moller? Moller: Thanks, Gavin...Oh, be careful, you 1. _______________ spill it. Spencer: Sorry sir.....Mr Moller, can I ask you a question? The Skycar seems simple to fly but I'm a little concerned about something. Do you think it 2. _______________ be safe to fly? Moller: Of course. Now pass the salt, please. Spencer: Mr Moller, you shouldn't put so much salt on your food. You 3. _______________ have high blood pressure...Can I ask you another question? Do you really think the Skycar 4. _______________ cost only $60,000? I think it will cost more than that, sir. Moller: Gavin, it all depends on how many Skycars we can mass produce. The more we produce, the less each car 5. _______________ cost. Spencer: Wow. I could talk to you all day about work, Mr Moller. Moller: That's nice, Gavin, but it's 12:59. You 6. _______________ to be late. Spencer: Yes. Good-bye, sir.<br /><br /><br /><strong>Post-Reading ActivitiesYou may do one or more of these. </strong><br /><br /><br /><strong>A: Share your Opinion<br /></strong>Answer these questions with a partner:<br />1. Paul Moller has been working on this project for 30 years. Would you be able to work for such a long time on a single project?<br />2. If you were married and your husband or wife was a researcher, would you support them in a project like this one?<br /><br /><br /><strong>B: Roleplay<br /></strong>Work in pairs.<br /><strong>Student A</strong>: The year is 2004. You are a salesperson representing a company that has just invented a flying car. <strong>Student B</strong> is someone who is wealthy but only spends money very carefully. Persuade Student B to buy one of the cars.<br />Using the information from today's article, make sure you know<br />its top speed<br />how many people it seats<br />how it takes off and lands<br />who can fly it<br />how much it costs<br /><br /><br /><strong>Student B</strong>: The year is 2004. You want to buy a car and you are interested in the new flying car. <strong>Student A</strong> is a salesperson, representing the flying car. (You are wealthy but you will only spend your money if you think the car is suitable for you.)<br />You could ask Student A about<br />the car's top speed<br />how many people it seats<br />how it takes off and lands<br />who can fly it<br />how much it costs<br /><br /><br /><strong>C: Answering Questions<br /></strong>You are Paul Moller, the inventor of the plane. A reporter has faxed you some questions. Answer these questions using information from the article and your own ideas.<br />1. What will you do if the test flight is not successful?Your answer: _____________________________________<br />2. How will you feel if the test flight is successful?Your answer: _____________________________________<br />3. Will anyone be able to fly the car in America?Your answer: _____________________________________<br />4. How much will the handbuilt car cost?Your answer: _____________________________________<br />5. If I want to buy a production-line car, how much will it cost?Your answer: _____________________________________<br />6. What will you do when the car is finished?Your answer: _____________________________________<br /><br /><br /><strong>D: Additional Reading<br /></strong>Read the complete article and find more information about the design of the car. After you finish reading, tell someone else what you have learnt.<br /><br /><br /><strong><span style="font-size:130%;">Company Plans To Test 'Flying Car'<br /></span></strong>LONDON Wednesday May 26 (Reuters) - A U.S. aviation company is planning to test a revolutionary new ``flying car'' that will hover above the ground and could change the way people travel in the future.<br />Moller International, of California, plans to take the so-called Skycar on its maiden journey in the next few weeks and could reveal it to the press by the end of the year, New Scientist magazine said Wednesday.<br />The Batmobile shaped vehicle will seat four people, do about five miles per liter of gas, have a top speed of over 370 miles per hour and will take off and land vertically.<br />``On its first flight, the Skycar will rise to a height of two meters (six feet) or so, hover for one minute and then land, just like a Harrier jump jet,'' the magazine said.<br />``Later flights will be more ambitious. Once the aircraft receives a license from the Federal Aviation Administration (FAA) anyone with a pilot's license will be able to fly one in the U.S.,'' it said.<br />The vehicle, which will be hand-built and cost about $1 million, is the brainchild of Paul Moller, who founded the company. He has been working on the project for 30 years.<br />The car uses two rotary engines and fans placed inside streamlined housings known as nacelles. The fans inside the nacelles create an airflow that generates thrust. Each four-passenger Skycar will have four nacelles to provide the power.<br />``At the rear of each nacelle is a set of vanes that can be angled downwards to generate lift as well as forward thrust,'' the magazine said.<br />Once the design is perfected and mass produced, Moller estimates it could cost about $60,000.<br />``The first Skycars will be fly-by-wire vehicles. In other words, while the pilot tells the craft what to do, a computer will actually do the flying, taking the vehicle's rate of turn, and altitude into account when it responds to instructions,'' the magazine said.<br />Article © 1999 Reuters Limited. Lesson ©2001 <a href="http://www.english-to-go.com/">http://www.english-to-go.com/</a><br /><br /><div align="left"><br />TEACHERS' NOTES AND ANSWER KEY<br />Reading Activities<br /><strong>A: Comprehension</strong> - Notes<br />Students should read the questions and then look for the answers. They should be discouraged from using dictionaries as most questions avoid any difficult words. (Activity B introduces them to some of the difficult words in the article.) You may, however, like to pre-teach the word 'hover', and also the word 'ambitious'. </div><br /><div align="left"><br /><strong>A: Comprehension</strong> - Answers<br />Moller International<br />it flies<br />the Skycar<br />in the next few weeks<br />four people<br />five miles<br />370 miles per hour<br />two meters (six feet)<br />one minute<br />They will be more ambitious.<br />anyone with a pilot's license.<br />Paul Moller<br />$1 million<br />30 years<br />$60 000<br />a computer </div><br /><div align="left"><br /><strong>B: Matching words and meanings</strong> - Answers<br />hover-to stay in the air in one placebrainchild-idea or inventionmass produced-to make large numbers of something using machinesmaiden-firstvertically-goes straight up in the airhand-built-built by someone without using factory machines </div><br /><div align="left"><br /><strong>C: Check what you know</strong>- Answers<br />An American aviation company will test a new car in the next few weeks.<br />The car will seat four people.<br />Its top speed will be more than 370 miles per hour.<br />It will take off and land vertically.<br />It could cost about US$60 000 in the future.<br />A computer will actually fly the plane. </div><br /><div align="left"><br /><strong>D: Language </strong>- Answers<br />1. are going to 2. will 3. are going to 4. will 5. will 6. are going to<br /><br />Post-Reading Activities<br /><strong>B: Roleplay</strong> - Notes<br />Before beginning the activity you may like to have a quick discussion on what transport in the year 2004 will be like. Will things have changed or will they be the same as today?<br />This activity could also be set in the present with salespeople trying to sell the expensive $1 million car to a wealthy person. </div><br /><div align="left"><br /><strong>C: Answering Questions</strong> - Notes<br />Students use information from the article and their own imagination to answer these questions. After completing the sentences they could work in pairs to conduct an interview.<br /><strong>C: Answering Questions</strong> - Answers<br />We'll do more work on the car and then we'll test it again.<br />I'll be very happy! I've been working on this project for more than 30 years!<br />No, only people who have pilots' licenses.<br />It's expensive! 1 million dollars.<br />It will cost about $60 000.<br />I'll take a holiday.<br /><strong>D: Additional Reading</strong>- Notes<br />Students have an opportunity to reread the article including two paragraphs which were left out in the lesson. These focus on the design of the car.<br />You may decide to look at some other difficult words from the article.</div>Unknownnoreply@blogger.com9tag:blogger.com,1999:blog-421189419582467662.post-70975721036155269092009-04-12T10:06:00.000-07:002009-04-16T06:13:48.257-07:00Exercicio I - Contexto e Exemplo1. Projectiles include those items that are shot forward such as a cannon shell, bullet, or rocket.<br /><br />In accordance with the context, the word projectiles in this sentence means<br />a) things put down b) things shot forward c) things hurt d)things broken<br /><br />2. The professor was a favorite among the students at the college. His sagacity was helpful to them as they pursued their degrees. The professor was known to use his experience, insight, and common sense to help students pursue their education.<br />The word sagacity in this sentence means<br />silliness - thoughtlessness<br />wisdom - negligence<br /><br />3. Famous conquistadors include Cortes, who conquered Aztec Mexico and Pizarro, who conquered Inca Peru.<br />The word conquistadors in this sentence means<br />geographers - losers<br />victims - conquerors<br /><br />4. A sleuth, such as Sherlock Holmes, can be very helpful in solving crimes.<br />The word sleuth in this sentence means<br />senior - citizen man<br />pilot - detective<br /><br />5. Zack was a good at many sports. He excelled in swimming, running, horsemanship, fencing, and target shooting. He decided to compete in the pentathlon rather than having to choose one of the events.<br />The word pentathlon in this sentence means<br />competition with two events - competition with eight events<br />competition with ten events - competition with five eventsUnknownnoreply@blogger.com1tag:blogger.com,1999:blog-421189419582467662.post-40697167136428945552009-04-12T09:34:00.000-07:002009-04-13T05:23:41.880-07:00A importância do CONTEXTO como FACILITADOR no processo de extração dos significados de um TEXTO em Língua Estrangeira<div align="justify">A leitura de um texto em lingua estrangeira se dá primeiramente a partir do processo de decodificação, dos significados. Entretanto, como vimos anteriormente existem vários FACILITADORES (prediction, palavras cognatas, background, formas referenciais, conectivos, etc..) que nos ajudam a interpretar os textos numa segunda língua (no nosso caso a língua inglesa). Mas, para que se possa compreender bem um texto em qualquer língua, é necessário antes de tudo compreender o contexto. A postagem anterior, "Só duas palavras?" teve a intenção de demonstrar a força do contexto em um texto. É assim que o contexto se constitui como um dos mais importantes FACILITADORES, no processo de desenvolvimento das habilidades de leitura em uma segunda língua. O contexto juntamente com o nosso "background"(conhecimento prévio) nos fornece a possibilidade de "prediction"(predição) para o significado de palavras que eventualmente não saberiamos o seu significado isoladamente.<br />Tomemos como exemplo a palavra isolada "sleuht". Voce sabe o seu significado?<br />Entretanto se analisarmos a mesma palavra em um contexto, provavelmente acharemos o seu significado.<br />Exemplificando:<br />A sleuth, such as Sherlock Holmes, can be very helpful in solving crimes.<br />De acordo com o contexto, a palavra "sleuth" na sentença acima significa:<br />a )citizen b) man c)pilot d) detective<br /><br />Tenho absoluta certeza que a grande maioria dos leitores que desconheciam o termo "sleuth" após a leitura da sentença, da utilização do contexto e dos demais facilitadores de leitura até aqui apresentados, terá chegado ao seu real significado. Se depois de utilizados todos os recursos ainda assim voce não chegou a uma conclusão, ( como o último dos facilitadores) o dicionário pode ser usado.<br /><br />A partir de agora passarei a postar alguns exercicios que tanto servirão para seu aprendizado quanto para uso em sala de aula com seus alunos. Mas lembre-se o uso correto dos facilitadores bem como a escolha do "nivel de dificuldade" são de suma importância para um bom desempenho. Quanto a escolha do nivel de dificuldade uma consulta à " Input Hypothesis by Stephen Krashen" será de grande valia. </div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-63837775654406370122009-04-12T06:31:00.000-07:002009-04-12T06:58:11.663-07:00Só duas palavras?<div align="center">"O texto é uma unidade global de comunicação que expressa uma idéia ou trata de um assunto determinado, tendo como referência a situação comunicativa concreta em que foi produzido, ou seja, o contexto. “<br /><br />Um texto de duas palavras ("És linda!") que lidas sem contexto não transmitem tudo. Para isso precisam de ser envolvidas num contexto...Vejamos o poema abaixo de Daniel Santiago:<br /><br /><span style="font-size:130%;"><strong><span style="font-size:100%;">só duas palavras ou um texto em contexto</span></strong><br /></div></span><p align="center">o que lês não é o texto<br />é o contexto<br /><br />no texto<br />duas palavras escritas somente<br />baratinhas e simples<br />sementes<br /><br />no contexto<br />não há imagem que te motive<br />Como um amplo silêncio de um templo imenso<br />onde ecoasse o texto de duas palavras lidas<br /><br />no texto<br />não escutas som nem tom<br />não sentes toque nem olhar<br /><br />no contexto<br />preciso dos teus sentidos<br />preciso de ti<br />toda<br /><br />da tua boca<br />para que as leias alta a voz entoada<br />do teu ouvido<br />para que as escutes na tua leitura<br />do teu tacto<br />para que te entreabras e te deixes ensopar<br />no silêncio do tal templo imenso<br />da tua imaginação<br />para que me cries presente nos sentidos<br /><br />Agora... sim!<br />Lê,<br />como te pedi,<br />as duas palavras que escrevi para ti...<br /><br />És linda! </p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-76431027881089931092009-03-28T14:52:00.000-07:002009-03-28T15:07:29.264-07:00IDENTIFICANDO CONECTIVOSIdentificar e aprender a usar as palavras conectivas é de grande importância não apenas para aprender a decifrar os significados de um texto em inglês como em qualquer outra língua. São denominados também de “marcadores do discurso”, articuladores,etc ... e servem para articular as idéias e dar coesão e elegância ao texto. Em inglês recebem várias denominações: Discourse markers, connection words, logical connectors, cohesive markers, linking words, etc..<br /><br />Abaixo uma listagem dos conectivos de uso mais frequente:<br /><br /><strong>Introduction (Introdução)</strong><br />First of all (Antes de tudo), In the first place (Em primeiro lugar) <br /><br /><strong>Reference (Referência)</strong><br />Regarding to.../ With regard to.../(Com referência a...) Considering...( Em consideração a...) Concerning....(A respeito de...)<br /><br /><strong>Changing subject (Mudando ou introduzindo novo assunto)</strong><br />By the way...(A propósito...) On the other hand... (Por outro lado...)<br /><br /><strong>Reinforcement (Reforçando uma idéia)</strong><br />In fact.../As a matter of fact... (De fato...Como comprovação...), On the other hand... (Por outro lado...)<br /><br /><strong>Agreement (Concordância, conformidade)</strong><br />According to.../In accordance with... (Conforme, de acordo com...)<br /><br /><strong>Purpose (Propósito)</strong><br />In order to…/In order that…( A fim de que…Para que...) So that...(Com a finalidade de...0<br /><br /><strong>Emphasis (Ênfase)</strong><br />In particular.../mainly.../Especially (Em particular.../principalmente.../especialmente...)<br /><br /><strong>Cause (Causa/Motivo)</strong><br />Because.../Since...(Porque.../Desde que.../ Já que...Por causa de.../Visto que...) Due to.../As a result of...(Devido a..., Em virtude de.../ Como resultado de(o)...)<br /><br /><strong>Result or Consequence (Resultado ou consequência)</strong><br />In view of...(Tendo em vista..., Diante do exposto...) With this in mind.../For this reason...(Levando isto em consideração…/Por esta razão…,Por este motivo…) In face of... ( Diante do exposto.../Face ao exposto...) This way...(Desta forma...) So that...(De maneira que..., De modo que...)<br /><br /><strong>Conclusion ( Conclusão)</strong><br />Therefore...(Portanto...) So... (Então...Assim...)<br /><br /><strong>Projecting the present into future (Projetando o presente no futuro...)</strong><br />From now on... (A partir de agora ... / De agora em diante ... / Daqui para a frente ...) <br /><br /><strong>Bringing the past into present (Trazendo o passado para o presente)</strong><br />So far...Up till now…Up today (Até o presente momento…/ Até agora.../Até hoje ) Still not...(Ainda não...)<br /><br /><strong>Addressing ( Nomeando destinatário)</strong><br />For your information...(Para sua informação...) For your acknowlegment... (Para seu conhecimento...) To whom it may concern... ( A quem interessar possa...)<br /><br /><strong>Reliability limiters (Limitadores de confiança)</strong><br />As far as I know...(Pelo que eu sei...) To my knowlege... (Pelo que me consta...) If I am not wrong....(Se eu não estiver enganado...).<br /><br /><strong>Assurance (Certeza)</strong><br />Of course...(Certamente) Without a doubt...(Sem dúvida...)<br /><br /><strong>Contrast (Contraste)</strong><br />But...(Mas...)/However...(Contudo...)/Even so...(Mesmo assim)/Nevertheless...(Todavia...)While... (Enquanto que...) Altough...(Embora...) Unlike...(Ao contrário de...) <br /><br /><strong>Reiterating, Giving details (Reiterando, Dando detalhes)</strong><br />In other words...(Em outras palavras...)/I mean...(O que eu quero dizer...)/ That is...(Ou seja...)<br /><br /><strong>Providing examples (Exemplificando)</strong><br />For example.../For instance...(Por exemplo...)Such as...(Tais como...)<br /><br /><strong>Addition (Adição)</strong><br />And...(e...) Besides that...(Alem disso...) Not only...but also...(Não epenas...Mas também...)<br /><br /><strong>Exception (Exceção)</strong><br />Otherwise...(Caso contrário...) Unless...(A menos que...)<br /><br /><strong>Substitution (Substituição)</strong><br />Instead of...(Em vez de...) In place of...(Em lugar de...)<br /><br /><strong>Dismissal (Despedida)</strong><br />After all...(Por fim...) Finally...(Finalmente...)At last...(Por último) In summary...(Em resumo...)Unknownnoreply@blogger.com309tag:blogger.com,1999:blog-421189419582467662.post-86171378635482484422009-03-21T07:07:00.000-07:002009-03-21T07:31:26.640-07:00Descomplicando gramática textual e referencia textualConsideremos o texto a seguir:<br />“ Teaching and learning at a distance is demanding. However, learning will be more meaningful and “deeper” for distant students, if students and <strong>their</strong> instructor share responsibility for developing learning goals: actively interacting with class members; promoting reflection on experience; relating new information to examples that make sense to learners. This is the challenge and the opportunity provided by distance education.” <br /> <br />Poderíamos perguntar qual o referente textual para “ their” em negrito no trecho?<br /><br />Utilizando as técnicas de leitura, retornaremos ao texto para entender a sentença na qual "their" está sendo empregado. “Their “ é um pronome adjetivo possessivo ( e como tal, vem acompanhado de um substantivo) da terceira pessoa do plural ( o seu referente é um substantivo no plural). A tradução de “their instructor” seria seu instrutor . Seu de quem? Lendo um pouco para trás (referencia anafórica), vemos que há “students”; logo concluímos que “their” refere-se a “students", ou seja, instrutor dos alunos”.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-38447352392453273302009-03-14T18:25:00.000-07:002009-03-20T20:29:08.501-07:00Identificando as formas referenciaisEncontram-se nesta lista os (subject pronouns) pronomes do caso reto (I, you, he, she, it, we, you, they), os (object pronouns) pronomes pessoais do caso oblíquo (me, you, him, her, its, us, you, them), os pronomes demonstrativos (this, that, these, those), os pronomes relativos (who, which, whose, etc.), os pronomes e artigos indefinidos (one, ones, such), entre outros. Essas palavras substituem um substantivo ou o acompanham para tornar o significado claro e tambem servem para dar coesão ao texto. Funcionam as vezes como formas livres e nos remetem sempre a um "ponto de referencia" na superficie do texto. Exemplificando: <em><strong>Ana</strong></em> is my girlfriend. <strong>She</strong> is going to London tomorrow. A forma referencial <strong>She</strong> nos remete ao referente textual <strong>Ana </strong>agindo como um marcador de coesão referencial. A identificação dessas formas de referencia bem como dos referentes textuais é de vital importancia no desenvolvimento das habilidades de leitura.Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-421189419582467662.post-13535469978351183642009-03-08T17:40:00.000-07:002009-03-08T17:46:04.685-07:00Uma colaboração de Getulio Medeiros<div align="center"><span style="font-size:130%;">If a man will begin with certainties,<br />(Se um homem parte com certezas,)</span></div><br /><div align="center"><span style="font-size:130%;">he shall end in doubts;<br />(acabará com dúvidas,)</span></div><br /><div align="center"><span style="font-size:130%;">but if he will be content to begin with doubts,<br />(mas se se contenta em começar com dúvidas,)</span></div><br /><div align="center"><span style="font-size:130%;">he shall end in certainties.<br />(acabará com certezas.)<br /><br />Francis Bacon </span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-79872363091069400102009-03-08T09:34:00.000-07:002009-03-14T17:56:39.823-07:00Cuidado com os falsos amigos ( Falsos cognatos?)<div align="justify">O sentido das palavras muda com o tempo. Paedagogus, que deu nosso pedagogo, era o escravo encarregado de conduzir as crianças à escola. Aos poucos, o sentido foi se estendendo para o atual e se perdeu o sentido original. Quando duas palavras cognatas em duas línguas evoluem em direções diferentes, lá pelas tantas, a despeito da forma muito parecida, os seus sentidos se tornam tão diferentes que já não se pode traduzir uma pela outra. Muitos pesquisadores chamam esses casos de falsos cognatos. Confesso que não gosto do termo: dá a impressão de que não são cognatos de verdade, mas são e não vão deixar de ser. São falsos porque se fingem de amigos mas nos traem na extração dos significados. Por isso, os franceses chamam esses casos de falsos amigos, o que é uma saída bem melhor. Exemplificando: Parentes/Parents que não significa em inglês "parentes" como deveria ser mas que significa "pais". Atual/Actual que significa em ingles "verdadeiro". </div><div align="justify"></div><div align="justify">O conhecimento desses "falsos amigos" ou "falsos cognatos" é importante quando interpretando textos pois eles são verdadeiras cascas de banana que nos fazem escorregar ou errar na hora de extrair os significados em um texto. Apenas para tranquilizar os leitores não existem muitos desses "falsos amigos" de forma que uma consulta em fontes apropriadas para "falsos cognatos em inglês" nos permitirá evitar essas cascas de banana e errar menos nas questões de interpretação de textos de vestibular e em muitas outras ocasiões. Abaixo vide relação de alguns desses falsos amigos:</div><br /><div align="justify">Actually (adv) - na verdade<br />Amass (v) - acumular, juntar<br />Appointment (n) - compromisso profissional<br />Appreciation (n) - gratidão, reconhecimento<br />Argument (n) - discussão</div><br /><div align="justify">Assist (v) - ajudar<br />Assume (v) - presumir</div><br /><div align="justify">Attend (v) - assistir, participar de<br />Audience (n) - platéia<br />Cigar (n) - charuto<br />Collar (n) - colarinho, coleira<br />College (n) - faculdade, universidade</div><br /><div align="justify">Commodity (n) - artigo, mercadoria<br />Comprehensive (adj) - abrangente, amplo, extenso<br />Contest (n) - concurso<br />Convenient (adj) - prático<br />Costume (n) - fantasia (roupa)<br />Data (n) - dados (números, informações)<br />Deception (n) - logro, fraude, o ato de enganar<br />Educated (adj) - instruído, com alto grau de escolaridade<br />Exit (n, v) - saída, sair<br />Expert (n) - especialista, perito<br />Exquisite (adj.) - belo, refinado<br />Fabric (n) - tecido<br />Genial (adj) - afável, aprazível<br />Grip (v) - agarrar firme<br />Intend (v) - pretender, ter intenção<br />Jar (n) - pote<br />Large (adj) - grande, espaçoso<br />Legend (n) - lenda<br />Library (n) - biblioteca<br />Lunch (n) - almoço<br />Magazine (n) - revista<br />Mayor (n) - prefeito<br />Motel (n) - hotel de beira de estrada<br />Notice (v) - notar, aperceber-se; aviso, comunicação<br />Parents (n) - pais<br />Particular (adj) - específico</div><br /><div align="justify">Pasta (n) - massa (alimento)<br />Policy (n) - política (diretrizes)<br />Prejudice (n) - preconceito<br />Pretend (v) - fingir<br />Procure (v) - conseguir, adquirir<br />Push (v) - empurrar<br />Range (v) - variar, cobrir<br />Realize (v) - notar, perceber, dar-se conta, conceber uma idéia<br />Resume (v) - retomar, reiniciar<br />Résumé (n) - curriculum vitae, currículo<br />Retired (adj) - aposentado<br />Tax (n) - imposto </div>Unknownnoreply@blogger.com17tag:blogger.com,1999:blog-421189419582467662.post-6426822242530414272009-03-08T08:25:00.000-07:002009-03-08T15:41:53.237-07:00Descomplicando Palavras Cognatas<div align="justify">Palavras são cognatas quando têm a mesma etimologia. Por exemplo: sêmen/semente/semear, todas elas, derivam do latim semen. Muitas dessas palavras encontram cognatas em outras línguas: semen em inglês, por exemplo e por isso, são todas cognatas.</div><div align="justify"></div><div align="justify">Para fins de entendimento das palavras cognatas como agente FACILITADOR para a interpretação de textos em inglês vamos pensar apenas nesta simplória definição: São palavras que se escrevem da mesma forma ou quase da mesma forma e que na atualidade têm o mesmo significado. Exemplificando: A palavra "real" tem a mesma grafia de "real" em portugues e ambas tem o memo significado=REAL. Outras vezes a grafia apresentou pequena alteração mas o significado ainda é o mesmo: nation = nação - telephone=telefone - dance=dança - present=presente. A quantidade de palavras cognatas é muito grande entre as linguas Portugesa e Inglêsa. De tal forma que a identificação dessas palavras cognatas pelo leitor é um importante FACILITADOR para a extração dos significados em um texto. No texto em dinamarques CASINO AALBORG(vide texto) apresentado em postagem anterior, as palavras Casino/Cassino são cognatas. Foi pelo uso da identificação dessa cognata, que a maioria dos leitores retirou do texto a informação do tipo de estabelecimento do anúncio. No mesmo texto temos ainda as cognatas Danmarks/Dinamarca, international/internacional, atmosferae/atmosfera. </div>Unknownnoreply@blogger.com7tag:blogger.com,1999:blog-421189419582467662.post-21670272063706037452009-03-03T18:36:00.000-08:002009-03-03T19:22:36.683-08:00BACKGROUND<div align="justify">O termo BACKGROUND em inglês entre outros significados quer dizer "experiência". Nas estratégias de leitura traduz-se por experiencia e conhecimetos prévios do inviduo que lhe permitirá extrair significados no processo de leitura dos textos. Assim é que, mesmo sem saber Dinamarques (vide texto "CASINO AALBORG" postado em 23/02) a grande maioria quando questionada sobre qual o "horário de funcionamento do estabelecimento", no caso um Cassino, não hesita em responder 20:00 as 4:00. Entretanto no mesmo texto existe tambem os numeros 14 - 16 que são os numeros do endereço. É o conhecimento de vida do leitor que lhe permite discernir não só pela forma com que se costuma codificar as horas (em algarismos com dois pontos para logo após determinar os minutos) mas também pela experiencia de vida adquirida que mostra que das 14 as 16 pode até ser hora de tomar chá e nunca o de funcionamento de um Cassino. Ainda no mesmo texto quando questionamos qual a idade permitida para os frequentadores do estabelecimento é quase unanimidade a resposta " acima de 18 anos" muito embora no texto o numero 18 vem após a o termo "under" ou seja "under 18" que em inglês quer dizer "menor de 18". Isto acontece também porque a experencia prévia ou BACKGROUND leva o leitor a inferir(ainda que este domine o inglês), que mesmo sem saber Dinamarques ali deve estar escrito algo como "proibido para menores de 18 anos". Vários exemplos poderiam aqui ser dados de como o BACKGROUND do leitor é importante no processo de interpretação de textos numa segunda lingua e como a sua habilidade de leitura será mais facilitada quanto maior for o seu conhecimento de mundo. Outras perguntas como "qual o nome do Cassino?" certamente seriam respondidas com acerto apenas pelo BACKGROUND do leitor. Até muito breve quando pretendo retomar esclarecendo outro dos mais importantes facilitadores de leitura na interpretação dos textos que são as "palavras cognatas". See you soon!</div>Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-421189419582467662.post-22373622763360355692009-02-28T18:13:00.001-08:002009-02-28T18:58:27.712-08:00Soneto 18 de Shakespeare cantado<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/q7fuuMN2wVg&hl=pt-br&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/q7fuuMN2wVg&hl=pt-br&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br />Shall I compare thee to a summer's day?<br />Thou art more lovely and more temperate:<br />Rough winds do shake the darling buds of May,<br />And summer's lease hath all too short a date:<br />Sometime too hot the eye of heaven shines,<br />And often is his gold complexion dimm'd;<br />And every fair from fair sometime declines,<br />By chance, or nature's changing course un- trimm'd;<br />But thy eternal summer shall not fade,<br />Nor lose possession of that fair thou ow'st,<br />Nor shall death brag thou wander'st in hisshade,<br />When in eternal lines to time thou grow'st;<br />So long as men can breathe, or eyes can see,<br />So long lives this, and this gives life to thee.Unknownnoreply@blogger.com6tag:blogger.com,1999:blog-421189419582467662.post-37821774857931400442009-02-27T20:47:00.000-08:002009-02-27T22:23:34.366-08:00Descomplicando PREDICTION<div align="justify">De acordo com o dicionário "Michaelis" PREDICTION em inglês quer dizer predição, vaticinio, prognóstico. A etimologia dessa palavra é latina de præ-"pré" + dicere "dicere". No desenvolvimento das habilidades de leitura a predição é uma ferramenta primordial, uma vez que, é o resultado da inferencia do pensamento do leitor sobre o que o autor quis dizer. No aprendizado de textos em uma lingua estrangeira, essa tentativa de "pre-dizer o significado", é essencial porque obriga o aprendiz (leitor) a pensar. Como professor tenho apresentado aos meus alunos (geralmente no primeiro dia de aula) textos semelhantes ao do "Casino Aalborg" ( veja texto postado em 23/02 )com o intuito de motivação, uma vez que, se demonstrado que os mesmo podem ler em "Dinamarquês", certamente também poderão ler em inglês. Porém, quando antecipo para a classe que vou apresentar um texto em Dinamarques e que em seguida irei fazer algumas perguntas sobre o referido texto, geralmente escuto a seguinte contestação: "Como poderemos responder sobre um texto em Dinamaquês, se nós não sabemos nada dessa língua?" E eu invariávelmente respondo: "Vocês pode não saber Dinamarquês mas garanto que sabem pensar! Mas, já que não sabem Dinamarquês...vamos tentar adivinhar ou pré-dizer o que está escrito no texto em Dinamarquês. Alguns de vocês que responderam as questões que postei (vide texto "CASINO AALBORG" de 23/02), podem ter tido essa mesma dúvida. Porém, quando verificadas as respostas, o indice de acerto, para aqueles que ousaram "adivinhar", foi quase 100%. Se formos levar em conta que, (acredito) nenhum dos leitores sabia uma única palavra em Dinamarquês, o resultado foi excelente! Como é possivel isso? Simplesmente porque utilizaram se de FACILITADORES como, prediction, background, cognatas entre outros...para obterem as respostas para as perguntas que formulei. Breve falaremos sobre background, cognatas, falsas cognatas e demais facilitadores de leitura. Até mais...</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-421189419582467662.post-70771024606658228302009-02-27T20:35:00.000-08:002009-02-27T20:42:31.461-08:00RELACIONANDO ALGUNS FACILITADORESPrediction<br />Background<br />Identificação de cognatos<br />Identificação de falsos cognatos<br />Identificação de palavras de referência<br />Identificação dos conectivos ou marcadores lógicos ou textuais.<br />Contexto<br />DicionárioUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-88119264610567295342009-02-26T00:12:00.000-08:002009-02-28T19:00:15.578-08:00Shakespeare Soneto 18<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/ngZY8coaWMg&hl=pt-br&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/ngZY8coaWMg&hl=pt-br&fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /> * (ver tradução deste poema no link "traduções para os textos em inglês")</p>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-421189419582467662.post-45729862428004203692009-02-25T17:01:00.000-08:002009-02-25T17:34:47.082-08:00Conhecimento e uso dos FACILITADORES como ferramentas para desenvolvimento das habilidades de leitura de textos em Inglês<div align="justify">Como vimos na postagem anterior sobre FACILITADORES DE LEITURA, estes não são mais do que ferramentas que se usados de maneira correta possibilitarão ao leitor extrair significados de um texto. Foram esses FACILITADORES que permitiram um quoeficiente de acerto muito próximo 100% na resposta das perguntas sobre o texto que postei do anúncio em Lingua Dinamarquesa, embora nenhum dos leitores fale Dinamarquês. Podemos deduzir que para aprender uma lingua extrangeira, ou para extrair significados de um texto, em uma prova de vestibular, ou na leitura de um artigo, não precisamos exclusivamente aprender o vocabulário dessa lingua, mas que a nossa capacidade cognitiva pode ser a chave da decodificação dos significados e do aprendizado desse vocabulário. A seguir abordaremos um a um estes facilitadores. Até muito breve!</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-421189419582467662.post-74565199837068312642009-02-23T22:26:00.000-08:002009-02-24T03:02:38.819-08:00SHAKESPEARE SIMPLESMENTE FANTÁSTICO<OBJECT class=BLOG_video_class id=BLOG_video-6cf789a0c74788c6 height=266 width=320 contentId="6cf789a0c74788c6"></OBJECT>Unknownnoreply@blogger.com13tag:blogger.com,1999:blog-421189419582467662.post-26170257409415918202009-02-23T15:44:00.000-08:002009-02-25T17:27:15.850-08:00<div align="center"><br /><br /><span style="color:#000066;"><span style="font-size:130%;"><span style="font-size:180%;">Casino Aalborg Velkommen til Danmarks mest venlige kasino</span><br /></span>Ved stranden, 14-16 tlf. 98 10 15 50. Glaed dig til spaendende og morsomme timer i selskab med festlige mennesker i en international atmosfaere. Aben alle ugens dage fra kl. 20.00 – 04.00. Entré DKK 50,00,-. Der er legitimationspligt i henhold til danks lov. Ingen adgang for unge under 18 ar.<br /></span><br />MUNHOZ, Rosangela, Inglês Instrumental, Módulo I, Textonovo, São Paulo 2002.<br /><br /><span style="color:#000000;">Você sabe falar Dinamarquês? O texto acima em Dinamarquês servirá para demonstrar sua capacidade de utilizar os facilitadores de leitura de que falamos na postagem anterior. Tente agora responder as seguintes perguntas:<br />De que tipo de estabelecimento comercial é este anuncio?<br />Qual é o horário de funcionamento?<br />Quanto custa o ingresso?<br />Qual é o numero do telefone?<br />Qual a idade mínima permitida para os freqüentadores?</span></div>Unknownnoreply@blogger.com13tag:blogger.com,1999:blog-421189419582467662.post-38382097099988434032009-02-23T05:37:00.000-08:002009-02-23T11:47:56.555-08:00FACILITADORES DE LEITURA<div align="justify">De acordo com a grande maioria do linguistas que pesquisam as <strong>estratégias de leitura</strong> o conhecimento dos agentes <strong>facilitadores</strong> permitem ao leitor um melhor resultado no desenvolvimento das <strong>habilidades de leitura</strong> ou <strong>reading skills.</strong> Abaixo alguns dos facilitadores de leitura por mim considerados mais importantes e que procurarei esclarecer nas próximas postagens.<br />Background/Conhecimentos Prévios<br />Prediction/Predição<br />Identificação de cognatos<br />Identificação de falsos cognatos<br />Identificação de palavras de referência<br />Identificação dos conectivos ou marcadores lógicos ou textuais.<br />Contexto<br />Dicionário<br /></div><strong></strong>Unknownnoreply@blogger.com0