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The grandmother __________ that her grandson _________ in the school.
I- is told – was taken good care of II- was telled – was taken good care of III- has told – taken good care of IV- was told – had been taken good care of
Check the correct alternative:
I- They understanded what the student said in class yesterday. II- The dog bit his finger. III- He throwed the ball at me. IV- The strong wind blew off her hat.
Check the correct alternative:
First column: verb pattern 1- Verb followed by a direct object 2- Verb followed by a direct object and an indirect object 3- Verb with no object
Second column: sentence ( ) I would never have had that coffee if I’d known it would stop me sleeping. ( ) Her eyes shone in the darkness, reflecting the light from the candle. ( ) Ben quietly handed her the letter, looking rather nervous.
Check the correct alternative:
I- Tell me, have you coming to the party? II- They will finished the job. III- What do she do every Sunday? IV- I would like to watch TV. There is a good film on. V- She did always wanted to meet him.
The correct alternative is:
Look at the extract from a novel and answer the question below:
I- there is a compound noun in line 6. II- There is a noun suffix in line 12. III- in line 11 there is a word containing 3 morphemes. IV- in line 7 there is a word containing the genitive case.
I-
international – vegetarian
II- 
extravagante – presentation
III- 
apartamento block – public transportation
IV- 
calculator – supermarket Check the correct alternative:
First column: function 1- Give a reason 2- Express condition 3- Show a result
Second column: sentence ( ) It was such an enjoyable party that I stayed longer than I’d planned. ( ) As it might rain at the weekend, I’ve rented a couple of DVDs. ( ) Provided you pay me back next week, I’ll lend you the money.
Check the correct alternative:
I- That could be Judith on the phone = to express present possibility II- I could hear a funny noise coming from somewhere in the engine = to express past ability III- It could snow! Look at the sky! = to express future possibility IV- you could try asking me before you use my comb, you know. = to give permission
Check the correct alternative:
( ) Benefiting thousands of students in classrooms around the world. For many students and teachers, this solution is not new, but its use has become increasingly creative and relevant in the school context. It allows us to explore additional resources within the courseware, as well as being another tool in the teacher's service to capture attention and promote student engagement. ( ) While teachers have to battle for the attention of students in the classroom, it is also well known that the long, expository lecture model is dated. The way we consume content has undergone a major transformation over the last few decades. For new generations, bombarded by different content and information all the time - and in different media - it has become challenging to focus on one task for long periods of time. The social networks themselves offer evidence of this change: Twitter, with its posts up to 280 characters; or Snapchat, with its short images and videos that expire in 24 hours. In this context came the expression microlearning. This technology is the fragmentation of educational content so that it is more easily assimilated by the student. It’s is ideal for digital format, whether it is for content exposure or for reviewing concepts explored during class, through videos, games, animations, etc. ( ) It is already possible to glimpse this technology, especially among children and adolescents. Whenever they are connected, young people are receiving or streaming this technology: Evidence of this reality is the phenomenon of YouTubers. In the educational context, it is possible to follow this trend seeking to offer hangouts (debates and live broadcasts), video lessons, animations and video calls that enable contact with people from different places, realities, etc. Also, encouraging students to produce content in this technological tool format can be a way to generate greater engagement. ( ) Many schools and many teachers find it difficult to handle with this technology in the classroom. When rules of use are not established early in the year, or when they are not clear to students, it is very easy for it to become a discipline issue. There are many applications for educational purposes, many offered by schools themselves and education systems. Digital books, augmented reality, educational games, animations, video lessons and problem solving are just some of the features that can be accessed through that. Generation Z students are immersed in technology 24 hours a day. Going forward, the trend is to find more teachers and students using this technology in the classroom, with educational goals.
Born in poverty, he moved with his family to Indiana and Illinois. Largely self-taught, he became a lawyer. He served in the state legislature (1834-41), moving to Springfield, during his tenure, and in the U.S House of Representatives (1847-49). A supporter of the new Republican Party in its antislavery stand in 1858 he ____ for U.S. Senate against the incumbent, Stephen A. Douglas though he was unsuccessful, their eloquent debates _______ Lincoln to national attention. In 1860 he won the Republican presidential nomination and was elected president. Though Lincoln ____ expressed a moderate view on slavery during the campaign, opposing only its extension into new states, the South seceded and the Civil War began in 1861. The war dominated Lincoln’s administration. To unite the North and influence foreign opinion, he issued the landmark Emancipation Proclamation in 1863. His extraordinary Gettysburg Address later that year further ennobled the war's purpose; it contains the most celebrated language ____ spoken by an American politician. He was re-elected in 1864, and in his eloquent Second Inaugural Address he ______ for moderation in reconstructing the South and in building a harmonious Union. Five days after the war's end, he was shot by the fanatic John Wilkes Booth. His reputation among U.S. presidents remains unsurpassed.
Check the alternative with the correct sequence:
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Suez Canal reopens after giant stranded ship is freed Traffic has resumed in Egypt's Suez Canal after a stranded container ship blocking it for nearly a week was finally freed by salvage crews.
Tug boats honked their horns in celebration as the 400m-long (1,300ft) Ever Given was dislodged on Monday with the help of dredgers.
Hundreds of ships are waiting to pass through the canal which links the Mediterranean to the Red Sea.
It is one of the world's busiest trade routes.
Peter Berdowski, CEO of Dutch salvage company Boskalis, said the Ever Given had been refloated at 15:05 (13:05 GMT) on Monday, "thereby making free passage through the Suez Canal possible again".
Egyptian officials say the backlog of ships waiting to transit through should be cleared in around three days, but experts believe the knock-on effect on global shipping could take weeks or even months to resolve.
A marine source told Reuters news agency on Monday evening that ships were travelling southwards towards the Red Sea while canal services provider Leth Agencies said vessels had resumed transit from the Great Bitter Lake.
Some ships have already left the region, preferring to take an alternative, longer route around the southern tip of Africa.
Inevitably, cargoes will be reaching their destination much later than planned. There may be congestion when they arrive in port, while future sailing schedules have been thrown into disarray,
The cost of shipping goods to Europe is expected to rise as a result, BBC Business Correspondent Theo Leggett reports.
Adaptado de: BBC. 2021. Disponível em: https://www.bbc.com/news/world-middle-east56567985. Acesso em 30 mar. 2021.
Mark the alternative which better fits the main
objective of this text genre.
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Brazil Becomes the Second Nation After the U.S. to Top
300,000 COVID-19 Deaths
Brazil topped 300,000 confirmed COVID-19 deaths on Wednesday, becoming the second country to do so amid a spike in infections that has seen the South American country report record death tolls in recent days.
The United States reached the grim milestone on Dec. 14, but has a larger population than Brazil.
On Wednesday, Brazil’s health ministry reported 2,009 daily COVID-19 deaths, bringing its pandemic total to 300,685. On Tuesday, the country saw a single-day record of 3,251 deaths.
According to local media reports, the latest coronavirus figures might be affected by changes in the government’s counting system. Newly appointed Health Minister Marcelo Queiroga said in a press conference that he was going to check whether the numbers had been artificially reduced.
With daily death tolls at pandemic highs, state governors and mayors in Brazil have expressed fears that April could be as bad as March for the country’s overwhelmed hospitals.
Just in the past 75 days, Brazil has registered 100,000 confirmed coronavirus deaths, a spike health experts blame on a lack of political coordination in fighting the virus, new variants that spread more easily and a disregard for health protocols.
President Jair Bolsonaro on Wednesday held a meeting with the heads of other government branches to coordinate anti-virus efforts. But he didn’t propose any policies to deal with the pandemic.
Bolsonaro has consistently downplayed the severity of the pandemic, insisting the economy must be kept humming to prevent worse hardship, and he has criticized health measures imposed by local leaders.
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Brazil Becomes the Second Nation After the U.S. to Top
300,000 COVID-19 Deaths
Brazil topped 300,000 confirmed COVID-19 deaths on Wednesday, becoming the second country to do so amid a spike in infections that has seen the South American country report record death tolls in recent days.
The United States reached the grim milestone on Dec. 14, but has a larger population than Brazil.
On Wednesday, Brazil’s health ministry reported 2,009 daily COVID-19 deaths, bringing its pandemic total to 300,685. On Tuesday, the country saw a single-day record of 3,251 deaths.
According to local media reports, the latest coronavirus figures might be affected by changes in the government’s counting system. Newly appointed Health Minister Marcelo Queiroga said in a press conference that he was going to check whether the numbers had been artificially reduced.
With daily death tolls at pandemic highs, state governors and mayors in Brazil have expressed fears that April could be as bad as March for the country’s overwhelmed hospitals.
Just in the past 75 days, Brazil has registered 100,000 confirmed coronavirus deaths, a spike health experts blame on a lack of political coordination in fighting the virus, new variants that spread more easily and a disregard for health protocols.
President Jair Bolsonaro on Wednesday held a meeting with the heads of other government branches to coordinate anti-virus efforts. But he didn’t propose any policies to deal with the pandemic.
Bolsonaro has consistently downplayed the severity of the pandemic, insisting the economy must be kept humming to prevent worse hardship, and he has criticized health measures imposed by local leaders.
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BOOK REVIEW: HOW TO TEACH ENGLISH BY
JEREMY HARMER
Right at the top of the recommended reading list for Eton Institute’s TESOL (Teaching English to Speakers of Other Languages) program is “How to Teach English” by Jeremy Harmer. Alisa W., TESOL graduate from Eton Institute, shares with us a review of the book and how it helped her own personal TESOL journey.
Prior to the training course I took to learn how to be an
EFL teacher, I had no formal teacher training, I had a
limited exposure to different styles of teaching, and I
had never even done basic self-reflection about why I
preferred some instructors over others (I always
assumed it was their personality that I enjoyed). If the
CEFR gave teacher ratings, I would be at the A1.1 level.
I read ‘How to Teach English’ by Jeremy Harmer as part
of my TESOL training course, and it was perfect for my
level. It is by no means a replacement to a full teaching
course, but it is a valuable supplement to those who are
learning and a good refresher for those who have been
out of practice for a while. It provides contemporary
teaching practices and keeps its descriptions pithy and
hands-on.
While some of the sections are a bit obvious or too shallow to be useful, the book is so well organized that it is easy to find what you need and skip over what you don’t. Each chapter is divided into main sections (also listed in the table of contents), and subdivided again, bolds important words, and features a list at the end of the chapter that allows you to briefly review what you just read.
As with any well-designed reference book, the glossary, index, and appendices in the back are good sources for extending your self-education as a teacher.
The book comes with a DVD that has clips from real classes so you can observe good teaching practice in the comfort of your pyjamas and the support of a bowl of chips. The DVD wouldn’t play on my MacBook, so I can’t tell you if it is helpful or not. Another feature that is nice-to-have-but-I-didn’t-use is the “Task Files” at the back. After completing a chapter, you can quiz yourself by completing info tables, answering multiple-choice questions, matching definitions, and the like.
Adaptado de: ETON INSTITUTE. Disponível em:
https://etoninstitute.com/blog/book-review-how-toteach-english-by-jeremy-harmer. Acesso em 27 mar.
2021.
Leia o texto para responder à questão.
BOOK REVIEW: HOW TO TEACH ENGLISH BY
JEREMY HARMER
Right at the top of the recommended reading list for Eton Institute’s TESOL (Teaching English to Speakers of Other Languages) program is “How to Teach English” by Jeremy Harmer. Alisa W., TESOL graduate from Eton Institute, shares with us a review of the book and how it helped her own personal TESOL journey.
Prior to the training course I took to learn how to be an
EFL teacher, I had no formal teacher training, I had a
limited exposure to different styles of teaching, and I
had never even done basic self-reflection about why I
preferred some instructors over others (I always
assumed it was their personality that I enjoyed). If the
CEFR gave teacher ratings, I would be at the A1.1 level.
I read ‘How to Teach English’ by Jeremy Harmer as part
of my TESOL training course, and it was perfect for my
level. It is by no means a replacement to a full teaching
course, but it is a valuable supplement to those who are
learning and a good refresher for those who have been
out of practice for a while. It provides contemporary
teaching practices and keeps its descriptions pithy and
hands-on.
While some of the sections are a bit obvious or too shallow to be useful, the book is so well organized that it is easy to find what you need and skip over what you don’t. Each chapter is divided into main sections (also listed in the table of contents), and subdivided again, bolds important words, and features a list at the end of the chapter that allows you to briefly review what you just read.
As with any well-designed reference book, the glossary, index, and appendices in the back are good sources for extending your self-education as a teacher.
The book comes with a DVD that has clips from real classes so you can observe good teaching practice in the comfort of your pyjamas and the support of a bowl of chips. The DVD wouldn’t play on my MacBook, so I can’t tell you if it is helpful or not. Another feature that is nice-to-have-but-I-didn’t-use is the “Task Files” at the back. After completing a chapter, you can quiz yourself by completing info tables, answering multiple-choice questions, matching definitions, and the like.
Adaptado de: ETON INSTITUTE. Disponível em:
https://etoninstitute.com/blog/book-review-how-toteach-english-by-jeremy-harmer. Acesso em 27 mar.
2021.
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