free tibet

hey folks!!!

I am stopping my post about grammar and reading for some protests during the olympic period!!!

cheers!!

of course, the first had to be this one!!!

http://sierramaestra.wordpress.com/2008/04/16/free-tibet/


that's all for now!!

pyta

QUICKIE 18

Multiple Intelligences in the ESL Classroom

From Kenneth Beare

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and _______ relationship to the ESL / EFL classroom.

Verbal / Linguistic

Explanation and understanding through the use of words.

This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English.

Visual / Spatial

Explanation and comprehension through the use of pictures, graphs, maps, etc.

This type of learning gives students visual clues to help them remember language.

In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English.

Body / Kinesthetic

Ability to use the body to express ideas, accomplish tasks, create moods, etc.

This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card."

Interpersonal

Ability to get along with others, work with others to accomplish tasks.

Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to be balanced with other activities.

Logical / Mathematical

Use of logic and mathematical models to represent and work with ideas.

Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has its place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom.

Musical

Ability to recognize and communicate using melody, rhythm, and harmony.

This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, you'll recognize that music plays a role in the classroom as well.

Intrapersonal

Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses.

This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage.

Environmental

Ability to recognize elements of and learn from the natural world around us.

Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment.

http://esl.about.com/od/teachingenglish/a/l_multiple.htm

1. The last line of this paragraph was rewritten here:

Here is a discussion of the eight different intelligences Dr. Gardner proposes and _______ relationship to the ESL / EFL classroom.

Note that there is a blank space in it. This blank space could be filled in correctly by:

a) his

b) her

c) its

d) their

e) theirs

2. De acordo com o texto, qual modo de ensinar continuará a ser o mais usado no aprendizado de inglês?

a) Verbal / Linguistic

b) Visual / spacial

c) Body / Kinesthetic

d) Interpersonal

e) NDA

3. O texto

I- Informa que estudos no Canada, Estados Unidos e Inglaterra comprovam que alunos extrangeiros estudando inglês nestes paises terão seu aprendizado mais eficiente

II- “Intrapersonal” é o tipo de inteligência de quem tem a habilidade de conhecer, por exemplo, seus pontos fracos.

III- “Environmental” é o tipo de inteligência dos que se preocupam com o mundo natural.

IV – Inteligência do tipo “Musical” as vezes é subestimada na aula de inglês.

Estão certas:

a) I e IV

b) Apenas a III

c) II e IV

d) III e IV

e) II, III e IV

4. a palavra “nonetheless” linha (xx) poderia ser substituída sem alteração de sentido por:

a) and

b) instead of

c) moreover

d) forward

e) however

5) “Get along” em “Ability to get along with others, work with others to accomplish tasks.” (linha XXX). Poderia ser traduzido como:

a) manter-se distante

b) ter um longo

c) obter algo mais

d) relacionar-se bem

e) so longo de

RESPOSTAS

1- d

A palavra que falta é um pronome do caso possessivo e o mesmo concorda com a palavra “intelligences”.

2- a
No texto a frase : and [verbal linguistic] will continue to play the primary role in learning English

3- c
O autor informa que a razão pela qual estudantes têm mais facilidade de aprender em países de língua inglesa é o fato de terem como inteligência a “visual / spatial”. O que sinceramente é uma grande bobagem, a final, é possível aprender qualquer língua sem TER DE visitar o país de origem desta língua.

4- E

nontheless e however poderiam ser traduzidas como “todavia”.

5- B

sim, agora vai dizer que quer que eu explique isso também?! HAHAHAHA

Ok, nao explico, mas ajudo: http://www.thefreedictionary.com/get+along

that's all, folks!!

Teacher Pyta

Putting Trash to Curbside(closeup)

CURBSIDE.
uma video explicação da palavra que aparece na pagina 2 da segunda apostila!!

(QUICKIE 17) Subway: Five Dollar Footlong Monster

Jingle Hell

The diabolical geniuses behind Subway's "five-dollar foot-long" song.
By Seth Stevenson
Posted Monday, April 21, 2008, at 7:21 AM ET

The Spot: Various people and creatures (a police officer, a flight attendant, a Godzilla-type monster) hold up five fingers and then, using their outstretched palms, indicate a distance of roughly one foot. Meanwhile, a song plays. The lyrics, repeated again and again: "Five. Five dollar. Five dollar foot-long."

For a limited time, Subway is offering a special deal: foot-long subs for $5. Foot-longs were once Subway's "stock in trade," according to Chief Marketing Officer Tony Pace, but in recent years the smaller 6-inch subs have overtaken them in popularity. (The 6-inchers are often sold as part of a package deal—including a drink and a snack—designed to compete with other fast food outlets' value meals.) "We wanted to get back to our heritage," says Pace, "as a place where you can get a foot-long sub."

(CONT)

http://www.slate.com/id/2189472/?GT1=38001

1) A palavra "their" em: "...using their outstretched palms..." refere-se a:

a) Godzilla

b) people

c) five fingers

d) people and creatures

e) flight attendant

2) A palavra "extended" poderia ser colocada no texto substituindo, sem alteraçao de sentido

a) roughly

b) overtaken

c) outstretched

d) meanwhile

e) outlets

3) O texto:

a) Descreve um comercial de um novo produto da Subway.

b) Anuncia a estréia de um novo filme.

c) Informa sobre os perigos da "fast food" para a saúde.

d) Critica a diminuição no tamanho do sanduíche.

e) Critica o aumento no preço do sanduíche.

4) De acordo com o texto, "people and creatures hold up five fingers" para:

a) informar o preço do produto.

b) informar o tamanho do produto.

c) convencer as pessoas a pararem de consumir "fast food".

d) demonstrar as 5 vantagens da promoção.

e) informar preço e tamanho do produto.

respostas:

1- d

2 - deixa de preguiça e usa o dicionário do blog. Digita no dicionário a palavra da alternativa que vc acha q está certa e confere! TE LIGA!!

3 - a

4- BONÍSSIMA pergunta!
se você assistiu o video, nao é preciso nem pensar muito para responder letra 'e'.
mas se você ler o seguinte trecho:

"...indicate a distance of roughly one foot. Meanwhile, a song plays. The lyrics, repeated again and again: "Five. Five dollar. Five dollar foot-long...."

verá que as palavras em negrito ajudam a chegar na letra 'e'!!

that's all folks!!

cheers!!!

Teacher Pyta

QUICKIE 16

Hello folks!!!
Let's practice, shall we?!


(TTN) Latin American Banks

In May this year, three commercial banks in Argentina were sold to European rivals for a total of $ 1,6 billion. This is just one example of a revolution that is taking place in the financial services industry throughout Latin America. Foreign banks now control around 15% of total loans and 16% of total deposits in the six largest Latin American economies.



Brazil and Argentina in particular are attracting the attention of foreign banks, but for different reasons. In the bad old days of hyperinflation, Argentines reacted by buying dollars and keeping them in secret places at home. As a result, the banking system did not develop much. ln Brazil, on the other hand, people learned to live with inflation by indexing prices. The Brazilian banks needed sophisticated technology to collect and invest money instantaneously.



Today, a foreign company that buys a bank in Argentina can encourage new sectors of the population to open bank accounts. In Brazil, foreign investors can develop the financial services market for products such as credit cards, mortgages and consumer loans.

1) According to paragraph 1 of the text, in Latin America there is a revolution in:
a) population growth.
b) the banking sector.
c) inflation control.
d) the size of economies.
e) fiscal reform.


2) According to paragraph 2, when inflation was high, people in Brazil and Argentina:

a) reacted in different ways.
b) changed all their savings into dollars.
c) tried to live with sophisticated technology.
d) attracted the interest of foreign banks.
e) stayed at home as much as possible.



3)According to the text, banks in Argentina are

a) more profitable than banks in Brazil.
b) cheaper to buy than banks in Brazil.
c) less developed than banks in Brazil.
d) more complex than banks in Brazil.
e) safer places to keep money than banks in Brazil.












1. b
2. a
3. c

Spanish for your Nanny

Tirem as crianças da frente do pc!
contra o preconceito, presença de espírito!

QUICKIE 15

01) This is______dog. _____belongs to_________ . The dog is______
a) my; he; me; my.
b) my; it; me; mine.
c) mine; he; me; mine.
d) my; it; me; me.
e) mine; it; me; mine.



02) Look at____________ in the mirror and tell me if your face is clean.

a) himsef.
b) herself.
c) themselves.
d) yourself.
e) itself.


03) Those are____toys.________belong to______. The toys are_________
a) hers; they; her; theirs.
b) her; it; hers; her.
c) his; they; his; his.
d) her; they; her; her.
e) her; they; her; hers.


04) They took tools with________
a) their.
b) theirs.
c) themselves.
d) them.
e) theirself.


05) He closed the door behind_______
a) him.
b) his.
c) himself.
d) himselves.
e) he.

06) You or _____ must tell her who broke the vase.
a) myself.
b) I.
c) me.
d) oneself.
e) one.

07) The cars race down the hill. We heard_______ pass our horse.
a) them.
b) its.
c) it.
d) they.
e) he.


8) Ann was so mad about the car crash she had in the afternoon that she could not help being rude to____________.
a) herself.
b) him.
c) she.
d) hers.
e) he.



9) I promised_______ a Play Station 3 at Christmas.
a) themselves.
b) they.
c) their.
d) theirs.
e) them.

10) (PUC-SP) A man who thinks too much of ______________is rarely admired by other men.
a) yourself.
b) himself.
c) herself.
d) itself.
e) themselves.

11) (PUC-SP) Anna and Roberta are in the same class but she is older than________________ is.

a) him.
b) he.
c) she.
d) himself.
e) her.

11) (PUC-SP - modified) Anna and Roberta are in the same class but she is older than________________ .
a) him.
b) he.
c) she.
d) himself.
e) her.

Anwers:
1. b
2. d
3. e
4. c
5. d
6. b
7. a
8. b
9. e
10. b
11.c

CAIPIRINGLISH

Festa em inglês para alunos dos níveis INTERMEDIATE e ADVANCED!!

CAIPIRINHA + GAMES + ENGLISH = FUN !!!

CHEERS!!!!

Aprenda a fazer panquecas com Bárbara Spohr

Com uma ajuda da famosa cozinheira Bárbara Spohr, meu almoço de domingo está salvo!! obrigado Bárbara pela iniciativa!!!

Cheers - A festa

Algumas fotos da festa com alunos do nível "Elementary".

Obrigado a todos pela presença especialmente à Raquel pelos drinks!!!

Cheers!!!!

(Blog de férias) Way Back Into Love

Sem muito pra fazer e sem muita vontade de fazer muito, nas férias vou mudar o foco do blog e postar livremente sobre o que der vontade!!

Esta música é "Way Back Into Love" da trilha sonora do filme Letra e Música!
fonte: http://www.youtube.com/watch?v=3qAM2zRE3GI

Blog de férias.

(Blog de férias) Way Back Into Love

Blog de férias.

Sem muito pra fazer e sem muita vontade de fazer muito, nas férias vou mudar o foco do blog e postar livremente sobre o que der vontade!!

Esta música é "Way Back Into Love" da trilha sonora do filme Letra e Música!
fonte: http://www.youtube.com/watch?v=iBeG_UNflBg

(quickie 14) SIMULADO TOTEM (VESTIBULAR)

Breast cancer clearly has a genetic component, but "routine environmental exposures and lifestyle may play a major role," according to a recent ground-breaking study by the Silent Spring Institute and Susan G. Komen for the Cure. The study, published in Cancer, a journal of the American Cancer Society, uncovers 216 common chemicals that cause breast tumors in animals and reviews medical literature, including some studies that reveal environmental factors to be influential "in the vast majority of cancers."

Tobacco Smoke
Like car and truck exhaust, tobacco smoke is a source of many PAHs. Among these are dibenz[a,h]anthracene, considered by EPA to be “probably carcinogenic to humans” as well as mutagenic — meaning that it can cause genes to mutate. It’s laced with many other cancer-causing substances as well, such as dibenzo[def,p]chrysene.

(1) _________________________________
Just as components of car exhaust have been linked to breast cancer and a long list of other illnesses, air pollution from refineries and coal plants also compounds the load. Researchers studying air pollution in Erie and Niagara counties in New York State found a higher risk of breast cancer among post-menopausal women whose birth addresses were near locations recording higher levels of PAHs. The researchers, who used historic air pollution data dating back to the 1960s to measure these trends, thus suggest that exposure in early life to high levels of PAHs may increase one's risk of postmenopausal breast cancer.

(2) _________________________________
Most everyone agrees that limiting alcohol consumption can reduce the risk of breast cancer, but the connections get stronger with each new study. Natural cancer-causing substances—primarily urethanes—are found in alcohol, including wine and ale beers. In a recent analysis of six studies that examined 322,647 women, each additional 10 g of alcohol consumed equated to an added 9 percent risk of breast cancer.

(3) _________________________________
In 2005, the National Toxicology Program classified x-rays and gamma radiation as causing cancer in humans, but ionizing radiation has long been regarded as the most established environmental risk factor for breast cancer.
We're exposed to x-radiation from medical x-rays, mammograms and other radiopharmaceutical treatments. Though these technologies offer great benefits, unnecessary exposure should be avoided.

(4) _________________________________
Researchers broadly agree that women’s exposures to natural estrogens over time increases the risk of breast cancer. However, it is only recently that synthetic estrogen and progesterone have been linked to a higher risk for breast cancer.

(5) _________________________________
Disinfecting products used to clean water help kill bacteria and keep disease in check. However, Silent Spring researchers caution that some disinfection byproducts of chlorinating water cause mammary tumors in rodents. There’s strong evidence for their causing cancer in humans as well. Likewise, many drinking water systems across the U.S. have been found to be contaminated by pesticides and dry cleaning chemicals.

(6)_________________________________
Stain-resistant and flame-retardant chemicals have found their way into our lives—in our carpeting, furniture, clothing, cookware, cosmetics, lubricants, paints, and adhesives. Widely detected in blood samples in the US, PFOA (perfluorooctanoic acid) has been found to cause breast cancer in animals and is under further investigation.
By Francesca Lyman for MSN Health & Fitness


http://health.msn.com/womenshealth/slideshow.aspx?cp-documentid=100170347&GT1=10514

01. No texto acima, alguns subtítulos foram retirados. Relacione o número do parágrafo com o subtítulo adequado e marque a alternativa que melhor representa esta relação de acordo com o texto.
Parágrafo Subtítulo
1 ..................................... ( a ) Household Chemicals
2 ..................................... ( b ) Ionizing Radiation
3 ..................................... ( c ) DrinkingWater Contaminants
4 ..................................... ( d ) Industrial Combustion Sources
5 ..................................... ( e ) DrinkingAlcohol
6 ..................................... ( f ) Hormone Supplements

a) 1 c - 2 e - 3 f - 4 c - 5 b - 6 a
b) 1 d - 2 b - 3 a - 4 f - 5 c - 6 d
c) 1 d - 2 e - 3 b - 4 f - 5 c - 6 a
d) 1 d - 2 e - 3 f - 4 b - 5 c - 6 a
e) 1 e - 2 d - 3 b - 4 f - 5 a - 6 c

02. Apartir da leitura do texto, escolha o título adequado:
a) Breast cancer and prevention.
b) Breast cancer and teenagers workers.
c) Breast cancer suspects.
d) Breast cancer researchers.
e) Breast cancer treatments

03 Apalavra "role", (destacada no texto) poderia ser traduzida como:
a) doença
b) papel
c) cura
d) rolo
e) regra

veja a correção das questões 2 e 3!

4. Os vocábulos "disinfecting" (destacado no texto) e "cleaning", (destacado no texto) , receberam sufixação pela mesma razão que:

a) including (destacado no texto) e causing (destacado no texto)

b) limiting (destacado no texto) e meaning (destacado no texto)

c) according (destacado no texto) e including (destacado no texto)

d) causing (destacado no texto) e drinking (destacado no texto)

e) meaning (destacado no texto) e drinking (destacado no texto)

05. Segundo o texto, é correto afirmar que:
a) Os pesquisadores raramente concordam que exposições a estrogênio natural aumentem o
risco de câncer de mama.
b) Substâncias químicas causadoras de câncer demama estão ao nosso redor todos os dias.
c) PFOA é um órgão do governo americano que pesquisa substâncias causadoras de câncer
de mama.
d) Os pesquisadores informam que a data histórica de maior poluição do ar foi 1960.
e) Umas das formas de evitar o câncer é desinfetar os produtos para matar as bactérias.

06. Marque a alternativa que possui a melhor relação entre vocábulo e sentido, de acordo com o
texto.
-------- Vocábulo ------------------------------------Sentido
a) avoided (destacado no texto)---------------- to stay away from someone or something

b) regarded (destacado no texto)---------------To have special rules.

c) though (destacado no texto)---------------- To think about something.

d) increase (destacado no texto)--------------- To reduce the amount of something.

e) exhaust (destacado no texto)----------------To be tired of an activity

That's all, folks!!!

Teacher Pyta

(quickie 13) SIMULADO TOTEM (PEIES 2)

1. To help you see what a body really _______(1) like on the inside, _______ (2)
2. Exhibition uses real human bodies that _______ (3) been preserved so _______ (4) do
3. not decay. A human specimen is first preserved according to standard mortuary science.
4. The specimen is then dissected to show whatever it is that someone wants to display.
5. Once dissected, the specimen is immersed in acetone, which eliminates all body water.
6. The specimen is then placed in a large bath of silicone, or polymer, and sealed in a vacuum
7. chamber. Under vacuum, acetone leaves the body in the form of gas and the polymer
8. replaces it, entering each cell and body tissue.
9. A catalyst is then applied to the specimen, hardening it and completing the process. This
10. method of preservation creates a specimen that will not decay. This offers thousands of
11. unique teaching possibilities for educators at all levels, including medical professionals,
12. archeologists and other scientists.

http://www.bodiestheexhibition.com/intro.html

01. Algumas palavras foram retiradas do texto. Qual das alternativas abaixo representa a opção correta para repor estas palavras

a) is ----these---- has---- them

b) look--this------have---they
c) looks- this------have---they
d) looks- this----- has---- their
e) look-- this----- has---- they

2. o texto:
a) comenta as características do corpo humano.
b) informa como cadáveres de uma exposição foram preservados.
c) anuncia uma exibição sobre o corpo humana que acontecera brevemente.
d) demostra os perigos da prática esportiva sem a devida preparação.
e) mostra uma descoberta revolucionária feitas por arqueólogos.

03. A palavra "tissue", (destacada no texto), poderia ser traduzida, dentro do contexto, como:
a) músculo
b) tecido
c) osso
d) célula
e) lenço

04. Apartir da leitura do texto, podemos concluir que
a) a acetona elimina a água do corpo.
b) todo o silicone é retirado durante o processo.
c) a acetona prejudica o desempenho dos atletas.
d) a câmara de vácuo ajuda os atletas a recuperarem-se de lesões rapidamente.
e) o banho de silicone, juntamente comumpolímero, é parte do tratamento dado aos atletas.

05. O pronome "it", (destacado no texto), refere-se a:
a) vacuum
b) cell
c) polymer
d) body
e) acetone

that's all, folks!!!

teacher Pyta

(quickie 12) SIMULADO TOTEM (PEIES 1)

This map is part of a series of cartograms in which the actual geography is distorted in order to demonstrate information about the countries shown. In this case, the point made is that of population, with each country’s size ‘weighted’ to reflect the size of its population. The discrepancies between your average standard world map and this one are obvious – obviousness being a good indicator of how good a map is. For example: on a normal world map, Australia (7,7 million sq. km) would dwarf Indonesia (1,9 million sq. km). Yet the opposite happens here. Oz might be big, but it’s a Big Empty, holding no more than 20,5 million people (2006 est.) Meanwhile, the emerald archipelago to Australia’s Near North is teeming with 223 million people (2005 est.), enough to fill eleven Australias. That imbalance is reflected well in this map. Australia almost drowns in the ocean, just like that other sparsely populated ‘western’ outpost in the far east, New Zealand.



A similar reversal of roles exists between Russia (17 million sq. km, 142 million inhabitants) and China (9,6 million sq. km, 1,3 billion inhabitants). The population map reduces Russia to a thin sliver of land, insignificant compared to the giant that is China, which dwarfs just about any country far or close by, except India. Together, these two Asian countries account for fully one third of the world’s population. Incidentally, the number of Indians is slated to surpass China’s population later this century.



The map similarly illustrates Canada’s relationship with its ‘bigger’ neighbour to the south. Elsewhere, regional dominances become more apparent also. Ethiopia, currently actively supporting one side in the Somali civil war (if one can call it that) dominates eastern Africa, Nigeria is by far the larger country of western Africa – in fact, the largest of all of Africa, larger than Sudan, which is huge and empty. The preliminary results of last year’s Nigerian census seem to indicate a population of about 140 million people, indeed surpassing by far Africa’s second most populous nation, Egypt.


This map also allows for quick ‘guesstimates’ of which countries have an equally large population. The matches can be instructive and surprising. France and Egypt seem about the same size, as are Germany and Ethiopia. Ireland is more or less the same size as Haiti.
Several visitors to this blog pointed me to this series of ‘distorted’ maps, which are the result of a collaboration between the universities of Sheffield (UK) and Michigan (US) and can be seen at http://www.dailymail.co.uk/pages/live/articles/news/worldnews.html?in_article_id=439315&in_page_id=1811

Fonte: http://strangemaps.wordpress.com/page/3/

01. A palavra “actual” (destacada no texto), poderia ser traduzida neste texto como:

a) atual
b) normal
c) real
d) organizada
e) autoral



02. A partir da leitura do texto, é possível afirmar que:
a) o mapa mencionado representa como os países ficarão após o aquecimento global
b) o mapa mencionado representa os países de acordo com sua riqueza.
c) o mapa mencionado representa como o mundo era há 7,7 milhões de anos.
d) o mapa mencionado representa o tamanho populacional de cada país.
e) o mapa mencionado representa a dívida externa de cada país.






03. O título ideal para o texto acima é:

a) The Truth About Maps During Global Warming.
b) A Cartogram Of The World’s Population.
c) The World Debts According To The IMF.
d) Aids In Africa and South America.
e) The Difference in Size Between Rich and Poor countries


04. Segundo o texto:

a) Australia e Russia diminuiriam de tamanho em relação à Indonésia e China respectivamente.
b) o Egito é o pais mais populoso da Àfrica.
c) a África concentra o maior número de casos de AIDS.
d) o aquecimento global forçará mudanças nos mapas como hoje conhecemos.
e) os paises da América do Sul tem mais chances do que os da África em pagar suas dividas externas.







05. Qual dos mapas abaixo melhor representa o texto lido? (clique na imagem para ver melhor)

a)





b)






c)





d)





e)














5- O texto acima foi tirado de um blog. Marque a alternativa que representa um comentário feito para este artigo:

a) There’s a classic movie called Comanche Territory about the attempt by white settlers and silver miners to move into the Comancheria in defiance of federal treaty, only to be thwarted by a young Jim Bowie (Macdonald Carey). I’m not quite sure how much of the story is fictional. Made in 1950, it is one of the first Hollywood movies to show the Indians in a largely favorable light.
Comment by Peter — May 14, 2007

b) Very revealing - I’ve never seen a map change its meaning so effectively with simple change of orientation. Now, what about that part of Austria that’s shaded red - am I missing something?
Comment by saturn5 — April 15, 2007

c) Hi, The map is very interesting.
Everything anyone does to make the Universe more understandable, and in an easy relevant way, is needed in this overly-rushed, non-technically oriented society.
However, it is a foundational piece of information, needed to understand our Neighborhood, so that gives it merit, but I would like to see the same done for the Near-Earth Objects and asteroids which could impact Earth.
Best to all — Em
Comment by em — April 11, 2007

d) Religious literalists, I think, tend to believe that the earth was created more than two thousand years ago. Christian fundamentalists, for instance, hold that the Earth did in fact exist when Christ walked on it.
Comment by Sartorius — April 3, 2007

e) I’m a recent visitor to your blog and will make this a daily stop as I cruise around the web.
Today’s map is an excellent lesson on the world’s population. It’s one thing to hear population numbers read, but to see it visually is powerful. For example, the true difference between Russia, China and India.
I’ve written a blog entry on my site (http://sften.blogspot.com) telling my readers to come visit your site. I think they’ll really enjoy it.
Neil McDonnell, PMP
Comment by Neil McDonnell — March 31, 2007








that's all, folks!!


teacher Pyta

VIDEO ENGLISH "BIG GIRLS DON'T CRY"

Hello, folks!

A aula de hoje é uma revisão gramatical de alguns ítens super importantes:

• PRONOMES PESSOAIS
• ADVÉRBIOS DE FREQÜÊNCIA

Siga as instruções e divirta-se!!

1- Escolha uma das palavras em negrito destacadas. ex: your/yours. Lembre-se que suas escolhas devem ser gramaticais, por tanto, NAO FAÇA OUVINDO A MÚSICA.

SUGESTÃO: clique em PLAY e baixe o volume ou deixe tocar alguns segundos e clique em PAUSE. Assim, o video vai estar carregado quando vc terminar a atividade gramatical!!!
Ha duas opcões de video. Uma acústica (minha preferida) a segunda é o clip original da música.

2- Ouça e verifique suas respostas

3-Se você tiver duvidas, é só clicar no link e comparar com a fonte!!!

have fun!!

"Big Girls Don't Cry"

Fergie

1. Da Da Da Da


2. The smell of your/yours skin lingers on me now


3. You’re / Your / Yours probably on your flight back to your home town


4. I need some shelter of my / mine own protection baby


5. To be with myself and center, clarity, peace, serenity


6. [CHORUS]


7. 
   
   I hope you know, I hope you know


8. That these /this has nothing to do with you


9. It's/Its/It personal, Myself and I


10. We've got some straightenin' out to do


11. And I'm gonna miss you like a child misses their / theirs / his / her / hers blanket


12. But I’ve got to get a move on with my life


13. It's/Its/It time to be a big girl now


14. And big girls don't cry, don't cry




16. The path that I'm walking


17. I must go / going / to go alone


18. I must taking /to take / take the baby steps until I'm full grown


19. Fairytales don’t have always / always don’t have / don't always have


20. a happy ending, do they / does it ?


21. And I foresee the dark ahead if I stayed/ will stay /stay


22. [CHORUS]


23. Like the little school mate in the school yard


24. We'll play jacks and uno cards


25. I’ll be your best friend and you'll be mine/my Valentine


26. Yes you can hold my hand if you wanted / want / wants to / too / two


27. Cause I want to hold yours / your too


28. We’ll be playmates and lovers and share our secret worlds


29. But It's/Its/It time for me/I to go home


30. It's/Its/It getting late, dark outside


31. I need to be with myself and center, clarity


32. Peace, Serenity


33. [CHORUS]
    

Fonte: http://www.azlyrics.com/lyrics/fergie/biggirlsdontcry.html

That's all folks,

Teacher pyta

QUICKIE 11

Hello folks!!!


Atendendo aos pedidos feitos em aula e por mail...
Algumas questões gramaticais rapidinhas!!!



1. (VUNESP) Qual alternativa correspondente à pergunta para a seguinte resposta:



"For two weeks."


a) How long have you had it?
b) How much time you have got it?
c) How many time do you have it?
d) There is how long you’ve got it?
e) How long did you had it?





2 . (FATEC-SP) Bob: ____________ have you worked here?
Ann: For about three months.


a) Why
b) When
c) Whatever
d) How long
e) Which time



3. (ITA) ______ are these shoes and ______ is this hat?

a) Who; whom
b) Those; that
c) These, this
d) Whose; whose
e) What; which





4. (UFRN) “_____ tall students are there in you school?”


a) How much
b) How old
c) How many
d) How high
e) How long



5. (M. Era.-RJ) Peter: _____ shall we go? By bus or by train?


Fred: _____ do you want to know?
Peter: _____ do you call your family on?
Fred: Twice a year.

a) When – Where – Why
b) What – Where – When
c) How – What else – How often
d) How far – What about – How many





6. (VUNESP) I have a _____ friends.


a) much
b) few
c) some
d) several
e) many





7. (ITA) Some people like to take _____ sugar with tea.


a) lot of
b) a lot of
c) few
d) many
e) very





8. (ITA) Would you like some candy? There’s _____ more of it.

a) plenty
b) enough
c) many
d) many a
e) lots of



9. (U. Mackenzie-SP) “Mary had _____ work to do: _____ dishes to wash, _____ clothes to iron, _____ pairs of pie to cook, but just _____ time to do it all.”

a) much – many – a few – a little – much
b) few – much – a few – many – many
c) a little – little – few – a few – much
d) much – many – many – many – little
e) many – many – few – few – many





10. (IME-RJ) I like watching this program because it’s got _____ advertising and _____ interruptions.

a) a few – little
b) little – few
c) quite a few – a little
d) little – quite a little
e) few – few





11. (F. Sto. André-SP) Pollution is a serious problem. There are _____ trees and _____ fresh air nowadays.

a) lots – few
b) much – less
c) few – many
d) many – fewer
e) fewer - less







12. (UFV-MG) There are _____ dangerous drivers in our city.

a) very many of
b) a lot of
c) a very lot of
d) too much of
e) very much of





13. (C. Líbero-SP) A: “How much money have you got?”
B: “_____.”

a) Few
b) Not many
c) A few
d) None

14. (FMU-SP) She eats _____ bread and drinks _____ coffee but _____ people prefer ______ dangerous calories.

a) many – much – few – much

b) much – many – much – little

c) much – little – many – few

d) little – much – much - few

e) many – many – few - many

15. (ESAL-MG) Yesterday I bought too _____ milk.

a) much

b) few

c) many

d) a lot of

e) any

That's all foks!!!

TEACHER PYTA

respostas:

1 A
2 D
3 D
4 C
5 C
6 E
7 B
8 A
9 D
10 B
11 E
12 B
13 D
14 C
15 A

The Italian Man Who Went To Malta

aula de video!!
Level PRE-INTERMEDIATE

Caso os videos não toquem, você pode usar o YOU TUBE
video 1
http://www.youtube.com/watch?v=n-NxnTtBG7U
video 2
http://www.youtube.com/watch?v=m1TnzCiUSI0

video 3
http://www.youtube.com/watch?v=RXMHvdK_YKc


LEMBRE-SE DE ASSISTIR OS VIDEOS NA ORDEM EM QUE ESTÃO POSTADOS.


1- Watch VIDEO 1 the video and try to understand what happened to the Italian tourist.

VIDEO 1

WHERE IS MALTA?

2- Watch the video again and try to find the following words. Do not use the dictionary watch the video and try to understand the meaning of the words by the context.

1. Peace _________________________________________

2. Sheet _________________________________________

3. beach _________________________________________

4. Fork _________________________________________

5. Piece _________________________________________

6. Piss _________________________________________

7. Plate _________________________________________

8. Bitch _________________________________________

9. Waitress _______________________________________

10. Spoon _________________________________________

11. Shit _________________________________________

12. Fuck _________________________________________

3- Watch VIDEO 2 and read the text. Were you right about what happened to him? Can you tell why he had problems in Malta?

VIDEO 2

The Italian who went to Malta

One day ima gonna Malta to bigga hotel. Ina morning I go down to eat breakfast. I tella waitress I wanna two pissis toast. She brings me only one piss. I tella her I want two piss. She say go to the toilet. I say, you no understand, I wanna piss onna my plate. She say you better no piss onna plate, you sonna ma bitch. I don't even know the lady and she call me sonna me bitch !

Later I go to eat at a bigga restaurant. The waitress brings me a spoon and a knife, but no fock. I tella her I wanna fock. She tell me everyone wanna fock. I tell her you no understand, I wanna fock on the table. She say you better not fock on the table, you sonna ma bitch.

So, I go back to my room inna hotel and there is no shits onna my bed. I call the manager and tella him I wanna shit. He tell me to go to toilet. I say you no understand. I wanna shit on my bed. He say you better not shit onna bed, you sonna ma bitch.

I go to the checkout and the man at the desk say: "Peace on you". I say piss on you too, you sonna ma bitch, I gonna back to Italy!!!

http://www.pvv.ntnu.no/~steinl/vitser/malta.html

4- Last chance to understand: VIDEO 3

5- Can you correct the mistakes our Italian friend and the people who talked to

him made?

good luck!!!

Teacher Pyta

GIFT FROM LETICIA!!

O que serah q a leticia qz dzr com essa imgm?! hehehehehe

valeu leeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee!!!

bj

Quickie10 !!! amostra do PEIES

PEIES

The Essential Harry Potter Books

by J. K. Rowling, Bloomsbury

Reviewed by Marisa Macieri

• Harry Potter and Philosopher’s Stone - 1997, 224pp
• Harry Potter and the Chamber of Secrets - 1998, 256pp
• Harry Potter and the Prisoner of Azkaban - 1999, 320pp
• Harry Potter and the Goblet of fire, - 2000, 642pp
Do you believe in Magic?
You have to when you consider the millions of young readers (and the not
so young ones too, when you think of it) who are “head over heel” fans of
Harry Potter.
Getting little kids away from video games, computers, or soccer isn’t
easy, especially if you try to convince them that reading is fun. In a world
of fast achievements, stress, rapid moving images, not every kid wants to
spend his time reading books.
J.K.Rowling made them change their minds and now kids and adults are
eagerly waiting for Harry’s new adventures in Hogwarts.
New Routes, October / 2000.

01) O principal objetivo do texto é:

a) estimular a criatividade através da leitura de histórias infantis.

b) apresentar os livros sobre as aventuras de Harry Potter.

c) demonstrar a importância da leitura para as crianças.

d) apontar os problemas dos jovens com computadores e video games.

e) comentar as peripécias de J. K. Rowling.

02) De acordo com o texto, os livros mencionados

I - ensinam as crianças a fazer mágicas.

II - conseguiram afastar as crianças de jogos, computadores e futebol.

III- interessam a adultos e crianças igualmente.

Está(ão) correta(s)

a) apenas I.

b) apenas I e II

c) apenas II e lII.

d) apenas III.

e) I, II e lII.

03) Na linha 14, a palavra “eagerly” pode ser traduzida por:

a) ansiosamente.

b) tradicionalmente.

c) engenhosamente.

d) principalmente.

e) completamente.

04) Assinale a alternativa que completa, corretamente, o texto:

Little kids _______ not like books. in fact, they do not want to spend _____ time reading books.

a) does – their

b) are - them

c) do - their

d) are - they

e) do - them

fonte da imagem:

http://student.britannica.com/eb/art-101001/Author-JK-Rowling-signs-one-of-her-Harry-Potter-books

Respostas

1. b 2. c 3. a 4. c