resumex
play

Resumex COMPARATIVE OF EQUALITY AS + adjective + AS (to, - PowerPoint PPT Presentation

Sep 24, 2022 •163 likes •437 views

Resumex COMPARATIVE OF EQUALITY AS + adjective + AS (to, tanto...quanto, como) COMPARATIVE OF INFERIORITY LESS + adjective + THAN (menos...que, do que) COMPARATIVE OF SUPERIORITY MORE + adjective + THAN (mais...que, do que) Adjective + ER +

  2. Resumex COMPARATIVE OF EQUALITY AS + adjective + AS (tão, tanto...quanto, como) COMPARATIVE OF INFERIORITY LESS + adjective + THAN (menos...que, do que) COMPARATIVE OF SUPERIORITY MORE + adjective + THAN (mais...que, do que) Adjective + ER + THAN (mais...que, do que) 2

  3. Comparativo ou Superlativo? 3

  4. • PARALLEL AND GRADUAL INCREASE- EXPRESSÕES IDIOMÁTICAS • TEXT • VOCABULARY • EXERCISE 4

  5. EXPRESSÕES IDIOMÁTICAS COM GRAU DOS ADJETIVOS 5

  6. Parallel Increase Usamos a estrutura para indicar que uma coisa é direta ou inversamente proporcional a outra. Ou seja, quanto mais uma aumenta, mais a outra aumenta na mesma medida ou quanto mais uma aumenta a outra decresce ou perde a sua relevância. Essa é uma estrutura geral. SOURCE: inglesnoteclado.com.br/2017/06/the-more-parallel-increase-e-gradual-increase.html 6

  7. PARALLEL INCREASE THE + COMPARATIVE, THE + COMPARATIVE Ex: THE SOONER WE GET THERE, THE BETTER (Quanto mais cedo chegarmos lá, melhor) Ex: THE MORE YOU PRACTICE A LANGUAGE, THE BETTER YOU SPEAK. (Quanto mais você pratica uma língua, melhor você a fala) 7

  8. Gradual Increase O procedimento chamando gradual increase (desenvolvimento gradual) é empregado para indicar que algo ganhar forma, corpo ou força gradualmente. EXAMPLE: She was studying harder and harder. (ela estava estudando cada vez mais) SOURCE: inglesnoteclado.com.br/2017/06/the-more-parallel-increase-e-gradual-increase.html 8

  9. GRADUAL INCREASE GET / BECOME + COMPARATIVE + COMPARATIVE EXAMPLE: GINA IS GETTING MORE AND MORE BEAUTIFUL. (Gina está ficando cada vez mais bonita) PALOMA IS GETTING RICHER AND RICHER (PALOMA ESTÁ FICANDO CADA VEZ MAIS RICA) 9

  10. 10

  11. A partir da estrutura do GRADUAL INCREASE construa as sentenças a seguir: HARDER AND HARDER 1. My job gets (HARD) __________________________________ every year. 2. The market for tablets is becoming MORE AND MORE INTERESTING (INTERESTING) ___________________________________________all the time. WORSE AND WORSE 3. My dad's eyesight is getting (BAD) ___________________________ . He can hardly see a thing these days. MORE AND MORE AMAZING 4. His stories get (AMAZING) ________________________________every time I see him. TALLER AND TALLER 5. Skyscrapers are becoming (TALL) _____________________________ . 11

  12. A partir da estrutura do PARALLEL INCREASE construa as sentenças a seguir: LARGER 1. The ______________________(large) the house is, the more money it will cost. HAPPIER 2. The more leisure time she has, the _________________________ (happy) she is. MORE 3. The _______________________ (many) books you read, the more ideas you have. MORE FOCUSED 4. The ________________________ (focused) you work, the more results you obtain. BETTER 5.The________________________________________ (good) they knew him, the MORE DISAPPOINTED _______________________________________ (disappointed) they became. 12

  13. 13

  14. COMPETÊNCIA DE ÁREA 2 – Conhecer e usar a língua estrangeira moderna como instrumento de acesso a informações e a outras culturas e grupos sociais. 14

  15. TEMÁTICA E LINGUAGEM DOS TEXTOS - GÊNEROS TEXTUAIS • Os textos, sejam escritos ou orais, embora diferentes entre si, podem apresentar diversos pontos em comum. Quando eles apresentam um conjunto de características semelhantes, podem ser classificados em determinado gênero textual . 15

  16. VOCÊ SABE O QUE É GÊNERO TEXTUAL? Souza, A.G.F; ABSY, CONCEIÇÃO A.;COSTA, GISELE CILLIDA;MELLO, L.F.DE. Inglês Instrumental, Ensino de Línguas. São Paulo: Disal, 2010, 115 p. 16

  17. EXAMPLE 17

  18. • Partindo deste pressuposto, com o estudo de texto, devemos observar: 1) A função comunicativa do texto 2) Como o texto está organizado 3) A estrutura gramatical utilizada 18

  19. 19

  20. https://www.youtube.com/watch?v=VbYF80dV8Ug 20

  21. TEXT STUDY AND VOCABULARY Legacy of the Yellow Mustang • The Yellow Ribbon program was founded in 1994 by the parents and friends of a bright, funny, loving teen, Mike Emme, who took his life when he did not know the words to say, or how to let someone know he was in trouble and needed help. • “Don’t blame yourselves, Mom and Dad, I love you.” It was signed, “Love, Mike 11:45 pm”. In a move that totally stunned all who knew him, Mike died by suicide at the time of his deepest despair. At 11:52 pm his parents pulled into the driveway behind that bright yellow Mustang, – seven minutes too late! 21

  22. 22

  23. TEXT STUDY AND VOCABULARY • The legacy started when Mike rescued a 1968 Ford Mustang from a field where it sat neglected. He bought it, rebuilt it (as he had others) and painted it bright yellow. As Mike, with his mustangs, became more and more known for his mechanical ability and for helping other teens and friends – he became known as “Mustang Mike”. • Streams of stories began emerging of the help Mike had given to people. A young mother’s car had broken down late one night, leaving her and her two small children stranded on the side of the road. Mike stopped and showed her his driver’s license to assure her he would not harm them, got her car started, then accompanied them home to ensure they arrived safely. 23

  24. 24

  25. https://www.youtube.com/watch?v=fMj8IQ44yW4&feature=youtu.be 25

  26. TEXT STUDY AND VOCABULARY • A classmate told of how Mike had canceled his order for a new transmission and bought two used ones from the salvage yard instead so that his classmate could get his car running too. • As the teens gathered to comfort the family, and each other, they discussed the tragedy of losing Mike. Mike’s mom talked with the teens about creating moments that others could have to remember him with, and they decided that yellow would be used in honor of the cherished yellow mustang. In response to teens asking what can we do?, – she told them, ‘don’t do this, don’t attempt suicide’. ‘If you are ever at this point of pain/despair, please ask for help’! Kids took notes, and cards were made with the message to reach out for help, that It’s OK to Ask4Help! • Fragmento extraído: https://yellowribbon.org/who-we-are/our-story.html 26

  27. TEXT STUDY AND VOCABULARY Com base no texto, responda o que se pede: QUESTÃO 01 Mike, descrito como brilhante, divertido e amoroso: a) Suicidou-se b) Recuperou um carro c) Comprou um Mustang amarelo d) Falava com seus amigos sobre carros 27

More recommend