Tarefa 6

Complete as sentenças abaixo com o correto conector lógico. Em seguida, qual é a função retórica de cada um, ou seja, que ideia cada marcador do discurso (conjunções) apresentam nelas.

a) _________________ it was raining heavily the flight was cancelled. They heard the warning on the radio; therefore, they took another route. 

(ideia:__________________________________) 

b) There are some wonderful cities to visit in Brazil, ________________ Rio, Salvador, Florianópolis, and Belém. 

(ideia:__________________________________) 

c) ____________________ the fact that they lost the match, the team were still happy. 

(ideia:__________________________________) 

d) I like going to the beach, ___________ I never go at midday. 

(ideia:__________________________________) 

e) ________________, the meeting was very productive and all the participants were able to present their ideas. 

(ideia:__________________________________) 

f) I like Italian _______________Japanese food. 

(ideia:__________________________________) 

g) ______________________ the lost match, the team were happy. 

(ideia:__________________________________) 

h) ______________________ the heavy rain the flight was cancelled. 

(ideia:__________________________________) 

i) ______________________ of the accident, Tom couldn’t walk for six months. 

(ideia:__________________________________) 

j) ________________ losing the match, the team were happy with their efforts. 

(ideia:__________________________________) 

k) The company’s business plan for next year is excellent; ____________________, it points to the direction of success for next five years. 

(ideia:__________________________________) 

l) I’ve always enjoyed going to the beach. ________________, I never go there at midday. 

(ideia:__________________________________) 

m) First we have to consider the existence of the linking words, _____________________ their importance, and finally their use in a sentence. 

(ideia:__________________________________)

Complete as sentenças abaixo com o correto conector lógico. Em seguida, qual é a função retórica de cada um, ou seja, que ideia cada marcador do discurso (conjunções) apresentam nelas.

a) Because it was raining heavily the flight was cancelled. They heard the warning on the radio; therefore, they took another route. 

(ideia: narration/cause) 

Porque estava chovendo muito o vôo foi cancelado. Eles ouviram o aviso no rádio; portanto, eles tomaram outro caminho.

(ideia: narração / causa)

b) There are some wonderful cities to visit in Brazil, such as Rio, Salvador, Florianópolis, and Belém. 

(ideia: exemplification) 

Há algumas cidades maravilhosas para visitar no Brasil, como Rio, Salvador, Florianópolis e Belém.

(ideia: exemplificação)

c) Even though the fact that they lost the match, the team were still happy. 

(ideia: contrast) 

Apesar do fato de que eles perderam o jogo, a equipe ainda estavam feliz.

(ideia: contraste)

d) I like going to the beach, though I never go at midday. 

(ideia: contrast) 

Eu gosto de ir para a praia, embora eu nunca for ao meio-dia.

(ideia: contraste)

e) Therefore the meeting was very productive and all the participants were able to present their ideas. 

(ideia: description/cause) 

Portanto, a reunião foi muito produtiva e todos os participantes foram capazes de apresentar suas idéias.

(ideia: Descrição / causa)

f) I like Italian and Japanese food. 

(ideia: addition to more ideas) 

Eu gosto de comida italiana e japonesa.

(ideia: adição de mais idéias)

g) Although the lost match, the team were happy. 

(ideia: contrat/cause) 

Embora o jogo perdido, a equipe foi feliz.

(ideia: contrast / causa)

h) Because the heavy rain the flight was cancelled. 

(ideia: cause-effect) 

Por causa da forte chuva, o vôo foi cancelado.

(ideia: causa-efeito)

i) Because of the accident, Tom couldn’t walk for six months. 

(ideia: cause-effect) 

Por causa do acidente, Tom não podia andar por seis meses.

(ideia: causa-efeito)

j) After losing the match, the team were happy with their efforts. 

(ideia: sequencing/cause) 

Depois de perder a partida, a equipe estava satisfeita com seus esforços.

(ideia: sequenciando/causa)

k) The company’s business plan for next year is excellent; moreover, it points to the direction of success for next five years. 

(ideia: addition de more ideas) 

Plano de negócios da empresa para o próximo ano é excelente; Além disso, ela aponta para a direcção de sucesso para os próximos cinco anos.

(ideia: adição de mais idéias)

l) I’ve always enjoyed going to the beach. Whereas, I never go there at midday. 

(ideia: contrast) 

Eu sempre gostei de ir à praia. Considerando que, eu nunca ir lá ao meio-dia.

(ideia: contraste)

m) First we have to consider the existence of the linking words, besides their importance, and finally their use in a sentence. 

(ideia: addition de more ideas)

Primeiro temos que considerar a existência de ligação entre as palavras, além de sua importância e, finalmente, o seu uso numa frase.

(ideia: adição de mais idéias)

Tarefa 5

Leia
o texto a seguir e responda a atividade proposta

What
are Stem Cells?Stem
cells are a class of undifferentiated cells that are able to
differentiate into specialized cell types. Commonly, stem cells come
from two main sources: Embryos formed during the blastocyst phase of
embryological development (embryonic stem cells) and Adult tissue
(adult stem cells). Both types are generally characterized by their
potency, or potential to differentiate into different cell types
(such as skin, muscle, bone, etc.). Adult or somatic stem cells exist
throughout the body after embryonic development and are found inside
of different types of tissue. These stem cells have been found in
tissues such as the brain, bone marrow, blood, blood vessels,
skeletal muscles, skin, and the liver. They remain in a quiescent or
non-dividing state for years until activated by disease or tissue
injury. Adult stem cells can divide or self-renew indefinitely,
enabling them to generate a range of cell types from the originating
organ or even regenerate the entire original organ. It is generally
thought that adult stem cells are limited in their ability to
differentiate based on their tissue of origin, but there is some
evidence to suggest that they can differentiate to become other cell
types.Embryonic
stem cells are derived from a four- or five-day-old human embryo that
is in the blastocyst phase of development. The embryos are usually
extras that have been created in IVF (in vitro fertilization) clinics
where several eggs are fertilized in a test tube, but only one is
implanted into a woman. Sexual reproduction begins when a male's
sperm fertilizes a female's ovum (egg) to form a single cell called a
zygote. The single zygote cell then begins a series of divisions,
forming 2, 4, 8, 16 cells, etc. After four to six days - before
implantation in the uterus - this mass of cells is called a
blastocyst. The blastocyst consists of an inner cell mass
(embryoblast) and an outer cell mass (trophoblast). The outer cell
mass becomes part of the placenta, and the inner cell mass is the
group of cells that will differentiate to become all the structures
of an adult organism. This latter mass is the source of embryonic
stem cells - totipotent cells (cells with total potential to develop
into any cell in the body).

Fonte:http://www.medicalnewstoday.com/info/stem_cell/

1.    Há palavras com prefixos? Identifique-as. 

Yes. Undifferentiated, non-dividing, regenerate,

2.    Qual a função retórica do texto? O texto está narrando, formulando hipóteses, descrevendo um processo, informando? Há definições, exemplificações e classificações? Justifique sua resposta apontando os marcadores que você encontrou. 

Text has the rhetorical function information, which has been explained in the text on the relevant topic. At first there is the definition of the text theme "stem cells" that is, "cells are a class of undifferentiated cells that are able to differentiate into specialized cell types." There are exemplifications such as: [...] Typically, stem cells come from two major sources: Embryos formed during embryonic development to the blastocyst stage (embryonic stem cells) and adult tissues (adult stem cells) .There there is a classification as to stem cells, she alone is unique, differing from the others for its potential to develop any other cell type we see in [...] generally characterized by their potency, or potential to differentiate into different cell types (such as skin, muscle, bone, etc.).

O texto tem a função retórica de informação, que no decorrer do texto vem explicando sobre o tema abordado. No início há a definição sobre o tema do texto “células tronco”, que é: “As células são uma classe de células indiferenciadas que são capazes de diferenciarem em tipos de células especializadas”. Há exemplificações, como: [...] Normalmente, as células-tronco vêm a partir de duas fontes principais: Os embriões formados durante a fase de blastocisto de desenvolvimento embrionário (células estaminais embrionárias) e tecidos adultos (células estaminais adultas).Não há uma classificação quanto às células tronco, ela por si só é única, diferenciando das demais por seu potencial de desenvolver qualquer outro tipo de célula podemos ver em: [...] geralmente caracterizados pela sua potência, ou potencial para se diferenciar em diferentes tipos de células (tal como a pele, músculo, osso, etc).

3.    Há palavras com a mesma terminação, isto é, com o mesmo sufixo? Identifique-as e dê seus significados.

Yes, suffix "er": liver, inner, later. which means "the person or thing that makes" or that is related to. "Suffix "ion": fertilization, reproduction, divisions and implantation. meaning "process" or "results". Suffix "ing": During, enabling, Originating and forming. Means "result of activity", "What makes the action of the corresponding verb." And suffix "ed": formed, activated, derived, created and implanted. Means "that receives the action of the corresponding verb"

Sim, sufixo ”er”: liver, inner, later. que significa “a pessoa ou a coisa que faz” ou que esta relacionada com”. Sufixo “ion”: fertilization, reproduction, divisions e implantation. significando “o processo” ou o “resultado de”. Sufixo “ing”: during, enabling, originating e forming . Significa “resultado de atividade”, “o que realiza a ação do verbo correspondente”. E sufixo “ed”: formed, activated, derived, created e implanted. Significa “o que recebe a ação do verbo correspondente” 

4.    Encontre, no texto, três frases com funções retóricas que encontrar. Explique as ideias expressas por essas funções retóricas.

[...] These stem cells have been found in tissues such as the brain, bone marrow, blood, blood vessels, skeletal muscles, skin, and the liver[...]. Exemplifying, to exemplify we use “as”.

[...] The single zygote cell then begins a series of divisions, forming 2, 4, 8, 16 cells, etc [...].Sequencing a structured text may come in sequences, or in events that precede and succeed the other, use "then”.

[...] The blastocyst consists of an inner cell mass (embryoblast) and an outer cell mass (trophoblast)” [...]. Adding more ideas, acrescentando more information, we use “and”.

[...] Estas células estaminais têm sido encontradas em tecidos, tais como os vasos do cérebro, medula óssea, sangue, sangue, músculo esquelético, pele, e no fígado [...]. Exemplificando, para exemplificar usamos “tais como”.

[...] A única célula zigoto, em seguida, começa uma série de divisões, formação 2, 4, 8, 16 células, etc [...]. Sequenciando, um texto pode vir estruturado em sequências, ou seja, em acontecimentos que antecedem e sucedem à outros, usamos “em seguida”.

[...] O blastocisto consiste de uma massa celular interna (embryoblast) e uma massa celular externa (trophoblast) [...]. Adição de mais ideias, acrescentando mais informações,

Tarefa 4

Language
and Gender"[...]
for many years now, "language and gender" has been a
subject of discussion and controversy in scholarly and popular
literature, yet there is still much that is unresolved. Women and men
interact in intimate ways and do not form separate dialect groups the
way other groups in society might, so we do not have a separate set
of features that we can label "women`s dialect" or "men`s
dialect". On the other hand, there are certain judgments about
language use that reveal distinction in people`s minds. Language use
may not be that different between men and women, but there are some
clear expectations about use that affect people`s reactions. A common
classroom activity is to give students a list of statements and ask
them to give their gust reactions about whether the statement was
made by a man or a woman. The results are surprisingly consistent
across classes and across generations of classes? Here are a few such
statements: I think I`ll wear my beige sweater. That`s a gorgeous
apartment. Shit, I lost the map. [...] Subsequent discussions usually
leads to some perceived generalization about these differences in
societal expectation: Women tend to make finer color distinction in
their use of English. Words like beige, mauve, teal, puce, and
lavender are not considered "masculine". Certain expressive
adjectives are also associated with female usage: gorgeous, adorable,
divine, charming. Use of public profanity is more acceptable for men
than women. [...] It is important to remind ourselves that what is
being registered here is expectation, not actual usage. It is an
empirical question to what extent people`s usage actually matches
these expectations, but the expectations themselves are an important
piece of information because they suggest reactions to one`s
speech.[...]"

(Fonte:
BARRY, Anita K. Linguistic perspectives on language and education |
Anita K. Barry. New
Jersey: Pearson Prentice Hall, 2008 (p. 104-105))

1.    O que está sendo argumentado?

The text argues about the relationship and conflict between language and gender, and the use of language between men and women.

O texto argumenta sobre a relação e conflito entre linguagem e gênero, o uso da linguagem entre homens e mulheres.

2.    Você acha que há diferenças entre o falar masculino e o falar feminino? Justifique sua resposta.

Yes. Women tend to use more subtle words usually next to adjectives who express their gender characteristics such as: beautiful, lovely, divine, charming. Since men do not have much concern about put to practice correct expressions of language, very common use of brief and direct words and even the use of profanity in public, something that is very characteristic.

Sim. As mulheres tendem a usar palavras mais sutis, geralmente junto de adjetivos que expressam sua característica de gênero, tais como: lindo, adorável, divino, encantador. Já os homens não tem muita preocupação em colocarem em prática expressões correta de linguagem, muito comum uso de palavras breves e diretas e até mesmo o uso de palavrões em público, coisa que é bem característico.

3.    Faça uma pequena lista de palavras que você acha que são mais frequentemente ditas por homens e / ou mulheres, e justifique suas escolhas.

Homens/Men	Hi, What’s up, brother, cool, thanks, problem, see ya. Eaê, beleza, tu, parceiro, bacana, valeu, treta, falow (expressão ao se despedir).
Mulheres/Women	Hello, how are you, friend, like, I loved, thank you. Oi, tudo bem, você, amiga, gostei, adorei, obrigada, babado, tchau.

Words were used that we often hear from men and women in our day-to-day. We note that the man has a coarser tone and usually accompanied by slang, since women tend to be more discreet to use his words, the rare times they use slang, but that does not mean that they do not use. Good to remember that it does not modify the language itself of a country, and that is just the way in which the language is used, how it is spoken language between genders and even a general context.

Foram usadas palavras que frequentemente podemos ouvir de homem e mulheres em nosso dia-a-dia. Podemos notar que o homem tem um tom mais grosseiro e geralmente acompanhado de gírias, já as mulheres costumam a serem mais discretas ao usarem suas palavras, raras as vezes que utilizam gírias, mas isso não quer dizer que elas não usem. Bom lembrar que isso não modifica a linguagem em si de um país, e que, é apenas o modo como é usada a linguagem, forma como é falada a língua e suas palavras entre os gêneros e até mesmo num contexto geral. 

Tarefa 3

Leia o texto abaixo, com muita atenção, para melhor responder as
questões sobre ele.

LANGUAGE
TEACHING APPROACHES REVIEW

Ricardo
Schütz

In
learning languages, a distinction is usually made between mother
tongues, second languages, and foreign languages. A mother tongue is
the first language or languages one learns (or acquires) as a child.
When immigrants come to a new country and learn the language of that
country, they are learning a second language. On the other hand, when
Englishspeaking students in the United States learn French or Spanish
in school, or when Brazilians study English in Brazil, they are
learning a foreign language. The acronyms ESL and EFL stand for the
learning of English as a Second and as a Foreign Language. Many
theories about the learning and teaching of languages have been
proposed. These theories, normally influenced by developments in the
fields of linguistics and psychology, have inspired many approaches
to the teaching of second and foreign languages. The study of these
theories and how they influence language teaching methodology today
is called applied linguistics. The grammar-translation method (18th,
19th and early 20th century), for example, is an early method based
on the assumptions that language is primarily graphic, that the main
purpose of second language study is to build knowledge of the
structure of the language either as a tool for literary research and
translation or for the development of the learner's logical powers,
and that the process of second language learning must be deductive,
requires effort, and must be carried out with constant reference to
the learner's native language. The audiolingual approach, which was
very popular from the 1940s through the 1960s, is based in structural
linguistics (structuralism) and behavioristic psychology (Skinner's
behaviorism), and places heavy emphasis on spoken rather than written
language, and on the grammar of particular languages, stressing habit
formation as a mode of learning. Rote memorization, role playing and
structure drilling are the predominant activities. Audiolingual
approaches do not depend so much on the instructor's creative ability
and do not require excellent proficiency in the language, being
always railed to sets of lessons and books. Therefore, they are easy
to be implemented, cheap to be maintained and are still in use by
many packaged language courses (especially in Brazil). By the middle
of the 20th century cognitive psychologists like Vygotsky and Piaget
bring up theories that help to explain the limited effectiveness of
the traditional prescriptive and mechanistic approaches to language
teaching. These theories serve as a basis for the new
natural-communicative approaches. Beginning in the 1950s, Noam
Chomsky and his followers challenged previous assumptions about
language structure and language learning, taking the position that
language is creative (not memorized), and rule governed (not based on
habit), and that universal phenomena of the human mind underlie all
language. This "Chomskian revolution" initially gave rise
to eclecticism in teaching, but it has more recently led to two main
branches of teaching approaches: the humanistic approaches based on
the charismatic teaching of one person, and content-based
communicative approaches, which try to incorporate what has been
learned in recent years about the need for active learner
participation, about appropriate language input, and about
communication as a human activity. Most recently, there has been also
a significant shift toward greater attention to reading and writing
as a complement of listening and speaking, based on a new awareness
of significant differences between spoken and written languages, and
on the notion that dealing with language involves an interaction
between the text on the one hand, and the culturally-based world
knowledge and experientially-based learning of the receiver on the
other. There have been developments such as a great emphasis on
individualized instruction, more humanistic approaches to language
learning, a greater focus on the learner, and greater emphasis on
development of communicative, as opposed to merely linguistic,
competence. In addition to Chomsky's generativism, the advances in
cognitive science and educational psychology made by Jean Piaget and
Lev Semenovich Vygotsky in the first half of the century strongly
influenced language teaching theory in the 1960s and 70s. These new
trends favoring more humanistic views and putting a greater focus on
the learner and on social interaction gave way to the Natural (USA)
and Communicative (England) approaches.

1.    Por que podemos caracterizar esse texto como não literário? JUSTIFIQUE. 

R= Because the text portrays a direct information and there is no need for interpretation or quest for meaning, because everything is expressed in the text by a direct language-centered information.

T= Porque, o texto retrata uma informação direta, não havendo necessidade de uma interpretação ou busca de um significado, pois tudo está expresso no texto por uma linguagem direta centrada na informação.

2.    Qual a diferença apontada no texto entre mother tongue, second language e foreign language?

R= The mother tongue is the first language or language you learn (or acquire) as a child. When immigrants come to a new country and there learn the language of this country, they are learning a second language. On the other hand , when US students learn French or Spanish in school, or when Brazilians studying English in Brazil, they are learning a foreign language.

T= A língua materna é a primeira língua ou língua que se aprende (ou adquire) quando uma criança. Quando os imigrantes chegam a um novo país e lá aprendem a língua deste país, eles estão aprendendo uma segunda língua. Por outro lado, quando estudantes nos Estados Unidos aprendem francês ou espanhol na escola, ou quando os brasileiros estudam Inglês no Brasil, eles são aprendendo uma língua estrangeira.

3. Fale um pouco sobre cada método de ensino de língua estrangeira citado no texto.

R= The grammar-translation method (18th, 19th and early 20th century), for example, is an early method based on the assumptions that language is primarily graphic, that the main purpose of second language study is to build knowledge of the structure of the language either as a tool for literary research and translation or for the development of the learner's logical powers, and that the process of second language learning must be deductive, requires effort, and must be carried out with constant reference to the learner's native language. Rote memorization, role playing and structure drilling are the predominant activities. Already the audiolingual approach, which was very popular from the 1940s through the 1960s, is based in structural linguistics (structuralism) and behavioristic psychology (Skinner's behaviorism), and places heavy emphasis on spoken rather than written language, and on the grammar of particular languages, stressing habit formation as a mode of learning. Rote memorization, role playing and structure drilling are the predominant activities. Audiolingual approaches do not depend so much on the instructor's creative ability and do not require excellent proficiency in the language, being always railed to sets of lessons and books. Therefore, they are easy to be implemented, cheap to be maintained and are still in use by many packaged language courses (especially in Brazil).

T= O método gramática-tradução (18, 19 e início do século 20), é um método baseado início na suposição de que a linguagem é principalmente gráfica, que o principal efeito de estudo segundo idioma é construir conhecimento da estrutura da língua, quer como um instrumento de investigação e literária tradução ou para o desenvolvimento de competências lógicas do aluno, e que o processo de aprendizagem de uma segunda língua deve ser dedutivo, requer esforço, e deve ser levada a cabo com referência a constante língua nativa do aluno. Memorização, interpretações de textos e estrutura de exercícios são as atividades predominantes. Já abordagem audiolingual, que estava muito popular nos anos 1940 até a década de 1960, é baseada na estrutura linguística (estruturalista) e psicologia behaviorista (Skinner behaviorismo), e coloca a tónica nos falado em vez de escrito linguagem e na gramática de línguas particulares, hábito salientando formação como um modo de aprendizagem. Abordagem audiolingual não depende tanto da capacidade criativa do instrutor e não exigem excelente proficiência na língua, sendo sempre criticou a conjuntos de aulas e livros. Por conseguinte, elas são fáceis para ser implementada, barato para ser mantida e estão ainda em uso por muitos cursos de línguas embalados (especialmente no Brasil).

Tarefa 2

Leia o texto a seguir. 

1 - Observando o título do texto, o que você pode dizer sobre o que texto irá abordar? E quais são os pontos serão abordados, pelo autor, em sua opinião? Escreva um parágrafo, com, no mínimo 5 linhas, para informar a ideia principal do texto que você acabou de ler.

THE HISTORY OF PIZZA

       One of the most popular foods around the world today is pizza. Pizza restaurants are popular everywhere from Beijing to Moscow to Rio, and even in the United States, the home of the hamburger, there are more pizza restaurants than hamburger places. This worldwide love for pizza is a fairly recent phenomenon. Before the 1950s, pizza was a purely Italian food, with a long history in southern Italy. 

        The origins of pizza are somewhat uncertain, though they may go back to the Greeks (pita bread) or even earlier. Worse, the fairy-tale view of history implies that innovation has an end. It doesn’t. What we want and what we need keeps changing. The incandescent light was a 19th-century failure and a 20th- century success. Now it’s a failure again, edged out by new technologies, like LEDs, that were, themselves, failures for many years. That’s what this issue is about: all the little failures, trivialities and notquite-solved mysteries that make the successes possible. This is what innovation looks like. It’s messy, and it’s awesome. 

      Under the Roman Empire, Italians often ate flat circles of bread, which they may have flavored with olive oil, cheese, and herbs. By about the year 1000 A.D. in the area around Naples, this bread had a name: picea. This early kind of pizza lacked one of the main ingredients we associate with pizza: the tomato. In fact, tomatoes did not exist in Europe until the sixteenth century, when Spanish explorers brought them back from South America. The Spanish showed little interest in tomatoes, but southern Italians soon began to cultivate them and use them in cooking. At some point in the 1600s, Neapolitan tomatoes were added to pizza, as it was known by then. 

       The next development in pizza making came about, according to legend, in June 1889, when a Neapolitan pizza maker was asked to make pizza for the king and queen. To show his patriotism, he decided to make it green, white, and red, like the Italian flag, using basil leaves, mozzarella, and tomato. He named his pizza "Margherita," after the queen, and that is what this classic kind of pizza is still called today. 

       In Italy, pizza remained a specialty of Naples and other areas of the south until well into the twentieth century. Then, in the 1950s and 60s, when many southerners moved to the north to work in the new factories, pizzerias opened up in many northern Italian cities. By the 1980s, they could be found all over the country and pizza had become a part of the Italian way of life. 

      Today, pizza has become so common in so many countries that its Italian origins are often forgotten. Indeed, the global versions of pizza made with all kinds of ingredients have little in common with the Neapolitan original, as anyone knows who has tasted a pizza in Naples.

(Source: Wikipedia.com)

1 - Observando o título do texto, o que você pode dizer sobre o que texto irá abordar? E quais são os pontos serão abordados, pelo autor, em sua opinião? Escreva um parágrafo, com, no mínimo 5 linhas, para informar a ideia principal do texto que você acabou de ler.

R= Observing the text briefly we can see that will address about the historical context of pizza from its origins to the present day. Starting by addressing their specific origin, its history from how it was created and how it was in detail the pizza of the day, following your process of creation and development of several other types of pizza, which over the years have been created to get to today.

Ao observar o texto de forma breve podemos ver que irá abordar sobre o contexto histórico da pizza desde sua origem aos dias de hoje. Começando por abordar a sua origem específica, sua história a partir de como foi criada e como era em detalhes a pizza da época, seguindo de seu processo de criação e desenvolvimento de diversos outros tipos de pizza, que no decorrer dos anos foram sendo criadas até chegar aos dias de hoje.

2 - Descreva as ideias principais de cada um dos parágrafos (main ideas): 

Paragraph 2: The origin of pizza compared to the context of development and innovation.

A origem da pizza comparando com um contexto de desenvolvimento e inovação.

Paragraph 3: Which possibly has developed a pizza and how it was made.

Onde possivelmente se desenvolveu a pizza e como era feita.

Paragraph 4: The first modification process in making pizza.

O primeiro processo de modificação no fazer da pizza

Paragraph 5: The dissemination process in the production of pizza in Italy

O processo de disseminação na produção da pizza na Itália.

Paragraph 6: pizza in our present day to compare their various types of today with the original

A pizza em nossos dias atuais a comparar seus diversos tipos de hoje com a original.

3 – Usando a estratégia scanning, escreva: 

a)   Que característica tinha a pizza antes dos anos 50?

R= flat circles of bread, flavored with olive oil, cheese, and herbs using basil leaves, mozzarella, and tomato named pizza "Margherita”.

Feita em círculos planos de pão, aromatizado com azeite, queijo e ervas usando folhas de manjericão, mussarela e tomate ganhado o nome de Pizza Margherita.

b)   A falha da luz incandescente foi falha de que século?

R= 19th-century failure

Falha do século 19

c)    Quando a luz incandescente foi um sucesso? 

R= 20th-century success

Sucesso do século 20

d) Quando muitas pizzarias foram abertas nas cidades italianas do norte?

R= In the 1950s and 60s

Nos anos de 1950 e 60

Fórum 3

Discuta a importância das estratégias skimminge scanning como ferramentas facilitadoras para ler textos em língua inglesa.

Essas estratégias de leitura são utilizadas para aqueles que querem extrair determinada informação de um texto em inglês, e dependerá do objetivo específico em que o leitor procura.

Skimming por exemplo, é uma técnica especifica para aquele que busca identificar a essência – ou o conteúdo geral – do texto, sem ser preciso ler o conteúdo por completo, assim, vendo se o artigo pode ser de interesse em sua pesquisa, optando depois por ler ou não mais detalhadamente.

Já o Scanning, consiste em que o leitor sabe o que está procurando, ou seja, ele está procurando uma informação específica, fazendo uma leitura rápida sobre o texto à procura daquilo que realmente interessa, por exemplo: datas, horários, nomes, números etc.

Por fim, podemos ver que ambas podem estar lado a lado no quesito estratégia de leitura. Muitas vezes você usa a estratégia de skimming para ler em um artigo de jornal, revisão, filme, por exemplo, a seção de cinema. Você escolhe o filme pelo título e, em seguida, usa a técnica de scanning para localizar o horário. Se o horário for conveniente, você pode usar uma terceira estratégia, ler detalhadamente.

Tarefa 1

Observe os textos abaixo e classifique-os de acordo com o tipo de leitura a que ele induz, justificando sua resposta:

Texto 1

Follow Your Dream Working life today is a changing. People are under more pressure than in the past. Very few people have a “job for life”. More and more companies are reducing the number of workers they employ. That’s one reason why people change jobs more often. Another reason is that they are not satisfied. They may want better pay, a bigger office, or a more important position. When thinking about a new job, try to follow your dream. Don’t be afraid of making a big change. Listen to yourself and follow your own advice. Ask what kind of job you would really enjoy. Perhaps you want to start your own company and be your own boss. Go for it!

Texto 2

Science in SportsBy Mike Harrier
Science is a very important part of sports today. In fact, science controls almost everything in an athlete’s life. Scientists decide what athletes should eat and when they should eat. They decide what exercises athletes should do and for how long. Other scientists design better shoes for athletes to wear, or better clothing and equipment. These “sports scientists” are everywhere in modern sports. You can even study sport science at University! Modern science examines every part of an athlete’s performance. Scientists use cameras and advanced equipment to collect lots of information. They use this information to many ways. First, they make an exercise program to match each athlete’s body. They show each athlete the best way to use their energy. Second, scientists use the information to help athletes improve their skill… and win. Clearly, food is more important for athletes. The food they eat gives them the energy they need to compete. Athletes have to eat special food. Sport scientists decide exactly what food each athlete needs to help them do their best at their particular sport. More and more athletes are starting to use sports psychologists, too. These sports scientists help the athletes train to be mentality fit. They show athletes how to think like a winner. In many cases, thinking in a positive way can be the difference between winning and losing. Sports psychologists are nowan important part of the large group of people that help each athlete to do their very best.

Texto 3

Death Row“Being a closed off “, says twenty-six-year-old Rueben Montilla, “is the worst thing. Being in a death row is like being inside a black bottle. But, you learn to live with it, to search for some light.” When Rito Guinda first went to death row, he thought about death all the time. He couldn’t eat. He couldn’t sleep. “But, you change,” he says. “You have to wait. On death row there is no other way. You learn to accept it.” These men are at the New Bilibid, a maximum – security prison in the Philippines. Other convicts can walk around, play baseball in the exercise yard, or go to church. They are free to kiss and hug their family. They can chat with friends. However, prisoners on death row are separate. They only see the guards. There are hundreds of men, smoking cigarettes and waiting in line for water. “We all sit in our cells,” says one prisoner, “and wait the long wait.”

Texto 1

R= The text one is an emotional reading text because back in your content a reflection on the subject, causing the person to stay with the motivational sense to chase a goal or objective, making the reader react to external stimuli received by the reading.

O texto 1 é um texto de leitura emocional, porque trás em seu conteúdo uma reflexão sobre o assunto, fazendo com que a pessoa fique com a sensação motivacional a correr atrás de uma meta ou objetivo, fazendo o leitor reagir aos estímulos externos recebidos pela leitura.

Texto 2

R= The text two is a rational reading text because it adds to the reader deep knowledge about the context of the read content, expanding information and acquiring critical knowledge to reason what presents with reality.

O texto 2 é um texto de leitura racional, pois acrescenta ao leitor conhecimento profundo sobre o contexto do conteúdo lido, ampliando informações e adquirindo um conhecimento crítico diante da razão daquilo que se apresenta com realidade.

Texto 3

R= Text 3 is an emotional read text notes as a raw fact of the reality presented provoking an intense reflective analysis making the reader cling to read with emotion.

O texto 3 é um texto de leitura emocional pois ressalta um fato exposto da realidade apresentada provocando uma intensa análise reflexiva, fazendo com que o leitor se apegue a leitura com emoções.

Fórum 2

Na vida de um universitário, quais são as consequências negativas da falta de leitura frequente?

A leitura, apesar de ser um fato cada vez mais comum dentro das salas de aula, pode-se dizer que ela está morrendo diante dos olhos da sociedade atual, mesmo assim se faz cada vez mais essencial na vida de cada um de nós. A falta de leitura trás consequências sérias. Na vida de um universitário essas consequências trarão ao mundo do comodismo, fazendo-o tornar um acadêmico ou profissional mal formado e cada vez mais disperso da visão do mundo. Visão do mundo essa seria, a compreensão dos fatos que rodeiam, analisando soluções às necessidades para uma melhor formação de nossa sociedade. Um universitário será um profissional que terá que possuir domínios no ato de ler, já que é considerado parte da elite pensante do país. Com uma leitura pobre tende-se a possuir diversos problemas no desenvolver de sua formação, por consequência possuindo um vocabulário fraco, tendo problemas ao escrever, formular frases, produzir textos, problemas de compreensão e raciocínio, e até mesmo problemas ao falar e se expressar.

A leitura abre porta ao conhecimento e quanto mais limitada é sua leitura menor será seu conhecimento.

Fórum 1

Qual a importância do ato de ler? O que o desenvolvimento da habilidade de leitura possibilita ao leitor? Que outras habilidades são melhoradas a partir da habilidade de ler?

A leitura é essencial para todos aqueles que querem ter um bom desempenho ao ler e escrever. É a base para o falar com fluência determinada língua, desenvolvendo habilidades de raciocínio, que por hábito possuirá um vasto vocabulário de palavras na ponta da língua, possibilitando o desenvolver do diálogo em grupo, seja este entre amigos ou até mesmo em uma apresentação a público. Assim sendo, a leitura com todas essas habilidades contribui para a inserção da pessoa à sociedade, de modo que possa se adequar às necessidades e interação dialógica, que esta possibilita discussão, debates, interação entre saberes e comunicação.