ENGLISH WITH FUN

WILL x GOING TO

HOW TO EXPRESS THE FUTURE IN ENGLISH

Aula 11 - English in Brazil

A professora Carina Fragozo e suas personagens - of course! - explicam direitinho como usar will, going to e também o Present Continuous para falar sobre o futuro na Língua Inglesa. Afinal, qual a diferença? Quando usar um ou outro? Take a look! 😉😎

CURIOSITIES ABOUT HALLOWEEN

Qual a origem do TRICK OR TREAT? E o que isso significa?

DENILSO DE LIMA

Qual a origem do TRICK OR TREAT? E o que isso realmente significa?

Se você acompanha a cultura de países de língua inglesa, sabe que o TRICK OR TREAT é algo muito comum durante o Halloween. Afinal, é aquele momento no qual as crianças se fantasiam e andam pelas casas da vizinhança pedindo doces, caso contrário uma travessura poderá ser feita.
A tradução de TRICK OR TREAT em português ficou como DOCES OU TRAVESSURAS. Algo simples e repetido durante a época de Halloween todos os anos.

Mas, qual é a origem do TRICK OR TREAT? De onde saiu essa expressão?

That’s what you’re gonna learn now. So, keep reading!

» Leia também: O que significa Halloween

A Origem do TRICK OR TREAT

A expressão TRICK OR TREAT é relativamente nova.
Ela surgiu na década de 1920. Mas, só pegou mesmo – se tornou bastante conhecida e usada – em meados da década de 1950.
Já a tradição de sair fantasiado pedindo doces pelas casas ninguém sabe quando teve início. Alguns a ligam ao festival celta conhecido como Samhaim.
Para saber mais sobre isso, coloque seu inglês em prática lendo um texto bem completo sobre esse assunto no Merriam Webster.
Ok! Mas, por que dizem TRICK OR TREAT?
Vamos por partes!

O que é TRICK?

TRICK nessa expressão refere-se ao ato de fazer uma brincadeira com alguém. Geralmente, uma brincadeira de mau gosto. Algumas pessoas podem não gostar dela. Por exemplo,

• She played a really nasty trick on me. She put syrup in my shampoo bottle! (Ela fez um brincadeira de muito mau gosto comigo. Ela colocou melaço no meu xampu.)

Portanto, você já vê aí que o TRICK em TRICK OR TREAT refere-se a uma brincadeira que as crianças podem fazer com quem não der doces a elas.

O que é TREAT?

No Instagram, perguntaram-me por que “treat” nessa expressão é “doces” sendo que “treat” é “tratar“.
Pois bem!
O fato é que “treat” é também substantivo. Logo, nesse caso aí não se trata do verbo “tratar“. Um dos significados de “treat” como substantivo é “presente“, “brinde“.
Por exemplo, os dentistas costumam dar alguns treats para as crianças se sentirem mais tranquilas ao serem atendidas. Esses treats são pequenos brindes (balão, adesivo, tatuagem que sai com água, etc.).
Assim, quando as crianças dizem TRICK OR TREAT, elas estão pedindo um presentinho – que nesse caso é um doce – ou algo “ruim” pode acontecer.
TREAT começou a ser usada com o sentido de comida ou bebida por volta de 1650. Naquela época, seu sentido se referia aos comes e bebes dados a alguém para que ele se sentisse feliz, animado.
Essa é a lógica do uso de TREAT na expressão TRICK OR TREAT.

Adapted from the article of the site INGLÊS NA PONTA DA LÍNGUA. Accessed on October 29, 2020.

BRITISH COUNCIL

HALLOWEEN

In October many shop windows in Britain turn orange and black, with pumpkins, witches, broomsticks and cats. What do young people do to celebrate Halloween? Read this article to find out.

Flying witches, pumpkin lanterns, trick or treat ... What do you know about Halloween? Here are some Halloween facts to get started.

• Halloween is celebrated on 31 October. This isn’t a public holiday in Britain.
• Halloween is the night before the Catholic festival of All Saints and the pagan Celtic festival of Samhain (1 November).
• Halloween is also sometimes called All Hallows’ Eve or All Hallowtide and can also be written Hallowe’en.
• Halloween colours are orange and black. Orange is related to harvests because the end of October is the end of the harvest. Black is related to death.

In the UK Halloween traditions are very much alive and popular, especially amongst kids and teenagers. We looked at some of the most common.

Pumpkin lanterns

These are pumpkins with the inside removed and eyes, mouth and a nose cut into one side. A candle is placed inside the empty pumpkin and the light creates a scary face effect. In the past people used potatoes or turnips to make lanterns but nowadays pumpkins are more popular. They are easier to cut and you can buy them in supermarkets. People use pumpkin lanterns to decorate their homes at Halloween. Do people actually eat their pumpkins? Yes, they do! Pumpkin soup and pumpkin curry are very popular meals at this time of year.

Apple bobbing

To play this game, lots of apples are placed in a large tub or bowl of water. The competitors have to take a bite from one of the apples without using their hands. To make this more difficult, the competitors have their eyes covered with a scarf. You are not allowed to use the sides of the bowl to help you bite the apple. This game often involves getting very wet so it's a good idea to bring a towel!
Apple bobbing may be related to the ancient Roman festival of remembering the dead, which was also in October. The Romans remembered the goddess of trees and fruit, called Pomona. When they came to the UK, about 2,000 years ago, they continued with this tradition.

Dressing up

People of all ages dress up on Halloween. The most popular fancy dress costumes include witches, vampires, ghosts, skeletons, zombies and monsters. You can buy a costume from a shop or you can make your own one at home. It’s easy to make a ghost costume from an old white sheet or wear black clothes to look like a witch. You can even paint ‘blood’ dripping from your mouth using bright red tomato ketchup to look like a vampire! What would you choose? Rachel, 14, from Liverpool says, ‘If you go trick or treating it’s best to dress up as a witch. You don’t need a bag for the sweets – you can just use your witch’s hat!’

Trick or treating

Children dress up and then visit the houses in their neighbourhood asking for a ‘trick or treat’. The neighbour gives them sweets or money as a ‘treat’. If there is no treat, the children play a trick on the neighbour, for example they might throw soap at the window. Some people think that playing tricks is unkind but luckily there is nearly always a treat. This custom is imported from the USA and is more popular with young people than with adults. The police in some parts of Britain give out ‘No trick or treat, please!’ posters for people to display on their door if they don’t want to join in. Young children usually go trick or treating with parents or an older brother or sister.

Halloween parties

If you are in Sheffield, in the north of England, at the end of October you can go to Fright Night. What is Fright Night? People in Sheffield say it’s ‘Britain’s Biggest Halloween Party’ and it attracts about 40,000 people each year. There are activities for kids, teenagers and adults including a fancy dress catwalk, urban dance, a monster in the fountain and a zombie garden, as well as the traditional apple bobbing and a competition for the best pumpkin lantern. If you don’t have a big Halloween party in your area, some people have parties at home or at youth clubs where they dress up and play scary games or tell ghost stories.

Watch a horror film

Not in the mood for a Halloween party? Older teenagers that aren’t helping their younger sisters and brothers to trick or treat sometimes watch a scary film with friends either at home or at the cinema. Any film with the words ‘Halloween’, ‘Vampire’, ‘Dead’ or ‘Zombie’ in the title is probably going to be quite scary.
In the UK films are divided into categories depending on whether they are for children, teens or adults. ‘U’ films are suitable for all ages, ‘15’ films are for people aged 15 or over and ‘18’ films are for adults only. Many cinemas in the UK show old black-and-white, classic horror films such as Psycho on the night of 31 October. Interestingly, you needed to be over 18 to see Psycho at the cinema in 1960. Now, though, the film has a ‘15’ rating.

Happy Halloween!

CLICK HERE for the text (worksheet), HERE for the activities, and HERE for the answers.

Adapted from: https://learnenglishteens.britishcouncil.org/uk-now/read-uk/halloween. Accessed on October 29, 2020.

BRITISH COUNCIL

Video games are good for you!

OBSERVAÇÃO: Este texto, extraído do site do BRITISH COUNCIL, serviu de base para a elaboração das atividades de Língua Inglesa dos Cadernos do SP FAZ ESCOLA da 1ª série do Ensino Médio, 4º bimestre.

You know all those people that told you that video games are bad for you? They were wrong. Read this to find out more.

Video games are good for you!

For years video games have been criticised for making people more antisocial, overweight or depressed. But now researchers are finding that games can actually change us for the better and improve both our body and mind.
Games can help to develop physical skills. Pre-school children who played interactive games such as the ones available on Wii have been shown to have improved motor skills, for example they can kick, catch and throw a ball better than children who don’t play video games. A study of surgeons who do microsurgery in Boston found that those who played video games were 27 per cent faster and made 37 per cent fewer errors than those who didn't. Vision is also improved, particularly telling the difference between shades of grey. This is useful for driving at night, piloting a plane or reading X-rays.
Games also benefit a variety of brain functions, including decision-making. People who play action-based games make decisions 25 per cent faster than others and are no less accurate, according to one study. It was also found that the best gamers can make choices and act on them up to six times a second, four times faster than most people. In another study by researchers from the University of Rochester in New York, experienced gamers were shown to be able to pay attention to more than six things at once without getting confused, compared with the four that most people can normally keep in mind. Additionally, video games can also reduce gender differences. Scientists have found that women who play games are better able to mentally manipulate 3D objects.
There is also evidence that gaming can help with psychological problems. At the University of Auckland in New Zealand, researchers asked 94 young people diagnosed with depression to play a 3D fantasy game called SPARX and in many cases, the game reduced symptoms of depression more than conventional treatment. Another research team at Oxford University found that playing Tetris shortly after exposure to something very upsetting – in the experiment, a film of traumatic scenes of injury and death was used – can actually prevent people having disturbing flashbacks.
The effects are not always so positive, however. Indiana University researchers carried out brain scans on young men and found evidence that violent games can alter brain function after as little as a week of play, affecting regions in the brain associated with emotional control and causing more aggressive behaviour in the player. But Daphne Bavelier, one of the most experienced researchers in the field, says that the violent action games that often worry parents most may actually have the strongest beneficial effect on the brain. In the future, we may see many treatments for physical and neurological problems which incorporate the playing of video games.

CLICK HERE for the exercises about the article, and HERE for the answers.

Adapted from: http://learnenglishteens.britishcouncil.org/skills/reading/upper-intermediate-b2-reading/video-games-are-good-you. Accessed on October 29, 2020.

LITERATURE

THEME FOR ENGLISH B

by Langston Hughes

The instructor said,

Go home and write
a page tonight.
And let that page come out of you —
Then, it will be true.

I wonder if it’s that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, then Durham, then here
to this college on the hill above Harlem.
I am the only colored student in my class.
The steps from the hill lead down into Harlem,
through a park, then I cross St. Nicholas,
Eighth Avenue, Seventh, and I come to the Y,
the Harlem Branch Y, where I take the elevator
up to my room, sit down, and write this page:

It’s not easy to know what is true for you or me
at twenty-two, my age. But I guess I’m what
I feel and see and hear, Harlem, I hear you.
hear you, hear me — we two — you, me, talk on this page.
(I hear New York, too.) Me — who?

Well, I like to eat, sleep, drink, and be in love.
I like to work, read, learn, and understand life.
I like a pipe for a Christmas present,
or records — Bessie, bop, or Bach.
I guess being colored doesn’t make me NOT like
the same things other folks like who are other races.
So will my page be colored that I write?
Being me, it will not be white.
But it will be
a part of you, instructor.
You are white —
yet a part of me, as I am a part of you.
That’s American.
Sometimes perhaps you don’t want to be a part of me.
Nor do I often want to be a part of you.
But we are, that’s true!
As I learn from you,
I guess you learn from me —
although you’re older — and white —
and somewhat more free.

This is my page for English B.

Langston Hughes, “Theme for English B” from The Collected Works of Langston Hughes. Copyright © 2002 by Langston Hughes. Reprinted by permission of Harold Ober Associates, Inc. Available at: https://www.poetryfoundation.org/poems/47880/theme-for-english-b. Accessed on October 20, 2020.

A reading of the Langston Hughes Poem by the playwright Jermaine Ross is available on YouTube at: https://youtu.be/rekrCJi2QNQ. Accessed on October 20, 2020.

ATPC DE LINGUAGENS (LÍNGUA INGLESA)

ENGLISH - ATPC DE LÍNGUA INGLESA

Estão disponíveis nos links abaixo os slides e a pauta da ATPC de Língua Inglesa realizada no dia 28/10, via Google Meet.

October 28, 2020
SLIDES
MEETING AGENDA

LEARNING AND IMPROVEMENT - II

Habilidades essenciais em Língua Inglesa

A SEDUC tem selecionado, para cada componente curricular, habilidades do Currículo Paulista consideradas essenciais para o desenvolvimento dos trabalhos pedagógicos neste período de pandemia. Nos links abaixo, vocês têm acesso às tabelas com as habilidades essenciais de Língua Inglesa para cada bimestre, assim como aos arquivos com essas mesmas habilidades por etapa escolar (Ensino Fundamental - anos finais - e Ensino Médio). Confiram.

• Habilidades essenciais do 1º bimestre
• Habilidades essenciais do 2º bimestre
• Habilidades essenciais do 3º bimestre
• Habilidades essenciais do 4º bimestre
• Habilidades essenciais - Ensino Fundamental (anos finais)
• Habilidades essenciais - Ensino Médio

LEARNING AND IMPROVEMENT - I

Habilidades essenciais de Língua Inglesa a serem trabalhadas até o final do ano letivo de 2020

De acordo com o Comunicado Externo COPED-SEDUC, nº 155, de 15 de outubro de 2020, recomenda-se, a cada quinze dias, que uma aula de Língua Inglesa seja utilizada para recuperação das aprendizagens de habilidades não desenvolvidas plenamente nos três primeiros bimestres. Segundo o Comunicado, "considerando o tempo pedagógico reduzido e o impacto na aprendizagem dos estudantes no prolongado período sem aulas presenciais, foram selecionadas as habilidades essenciais a serem desenvolvidas em 2020, independentemente de serem do 4º bimestre ou não, incluindo habilidades anteriores que precisam ser recuperadas ou habilidades ainda não trabalhadas que precisam ser desenvolvidas para que o aluno possa prosseguir em sua trajetória escolar com sucesso para o ano/série seguinte." O Comunicado ainda destaca que "é importante que o professor desenvolva estratégias de retomada e/ou aprofundamento de habilidades e competências diagnosticadas por ele como fundamentais para os estudantes, conforme o perfil da turma a partir das aulas no CMSP."
Para acessar a lista dessas habilidades, CLIQUEM AQUI.

REFLECTIONS ON WRITING

Happy 86th Birthday to Anne Frank: On Choosing Kindness

Noël Duan (Assistant Editor) - June 12, 2015

Exactly a year ago, I was in the city of Amsterdam in the Netherlands, waiting in line to visit the Anne Frank House, the house-turned-museum that once hid Second World War diarist Anne Frank’s family from Nazi persecution. (…) Today would have been Frank’s 86th birthday, and since her death, The Diary of Anne Frank has been published in over 60 languages and has inspired movies, plays, and generations of girls and boys for whom keeping a diary wasn’t a cliché but a means to survival. (…)
While she was in hiding in the Secret Annex of the house in Amsterdam, she kept multiple diaries and notes written on scraps of paper that eventually became compiled together after her death. Frank wrote about growing pains, sexuality, womanhood, and following her dreams — and for millions of schoolgirls who have read her diary since, Frank was a hero. In one of my favorite passages, Frank wrote: “Women should be respected as well! Generally speaking, men are held in great esteem in all parts of the world, so why shouldn’t women have their share? Soldiers and war heroes are honored and commemorated, explorers are granted immortal fame, martyrs are revered, but how many people look upon women too as soldiers?” She was only 13 when she wrote this. (…)
She still believed in goodness. In her diary, Frank wrote, “Everyone has inside of him a piece of good news. The good news is that you don’t know how great you can be! How much you can love! What you can accomplish! And what your potential is!” (…)

Full article available at: https://www.yahoo.com/lifestyle/happy-86th-birthday-to-anne-frank-on-choosing-121291320318.html. Accessed on October 20, 2020 (fragment).

ENGLISH WITH FUN

HAD HAD??? - PAST PERFECT

Aula 10 - English in Brazil

Agora é a vez da professora Carina Fragozo e suas personagens voltarem para o início dos anos 2000 e esclarecerem algumas dúvidas sobre o Past Perfect na Língua Inglesa. Enjoy the class! 😉😎

ENGLISH WITH FUN

HAVE/HAS BEEN + ...ING

PRESENT PERFECT CONTINUOUS

Aula 09 - English in Brazil

A professora Carina Fragozo explica, com muito humor (e com suas personagens, of course!), os segredos da forma contínua do Present Perfect em Língua Inglesa. Take a look! 😉😎

LITERATURE AND REFLECTIONS ON WRITING

THE DIARY OF ANNE FRANK (excerpt)

Saturday, June 20, 1942

Writing a diary is a really strange experience for someone like me. Not only because I've never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen-year-old schoolgirl. Oh well, it doesn't matter. I feel like writing, and I have an even greater need to get all kinds of things off my chest.
"Paper has more patience than people." I thought of this saying one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding. Yes, paper does have more patience, and since I'm not planning to let anyone else read this stiff-backed notebook grandly referred to as a "diary," unless I should ever find a real friend, it probably won't make a bit of difference.
Now I'm back to the point that prompted me to keep a diary in the first place: I don't have a friend.

FRANK, Anne. The Diary of a Young Girl. London: Puffin Books / Penguin Books, 2002.

For the whole text and the excerpts from 6/20/1942 to 7/5/1942, go to https://genius.com/Anne-frank-the-diary-of-anne-frank-excerpts-6-20-1942-7-5-1942-annotated. Accessed on October 20, 2020.

The Diary of a Young Girl remains the single most poignant true-life story to emerge from the Second World War.
In July 1942 Anne Frank and her family, fleeing the horrors of Nazi occupation, hid in the back of an Amsterdam warehouse. Anne was thirteen when the family went into the secret annex and, over the next two years, she vividly describes in her diary the frustrations of living in such confined quarters, the constant threat of discovery, the hunger and the fear. Her diary ends abruptly when, in August 1944, she and her family were finally discovered by the Nazis.
Anne Frank died in March 1945, aged fifteen, in Bergen-Belsen concentration camp in Germany.
The book The Diary of a Young Girl provides a deeply moving and unforgettable portrait of Anne Frank – an ordinary and yet an extraordinary teenage girl.

CHATCLASS

Recursos educacionais para professores | ChatClass e RELO

Nesta live realizada ontem, 21/10, no canal da ChatClass no YouTube, as participantes Jennifer Uhler, Diretora Regional do Escritório de Língua Inglesa – RELO, e Helmara de Moraes, Vice-Diretora do RELO, apresentaram diversos recursos educacionais para o ensino de Língua Inglesa na escola regular e para formação continuada dos professores. Vale a pena conferir.

Links dos recursos apresentados na live

• RELO Brazil Website: https://br.usembassy.gov/education-culture/english-teaching-learning/
• Teacher MOOCs: https://www.openenglishprograms.org/MOOC 
• TESOL Methodology MOOCs: https://www.openenglishprograms.org/TM 
• Teens Talk: https://americanenglish.state.gov/resources/american-teens-talk
• VOA English in a Minute: https://learningenglish.voanews.com/z/3619 
• VOA Learning English: https://learningenglish.voanews.com/
• American English YouTube Channel: https://www.youtube.com/user/StateAmericanEnglish 
• English for Entrepreneurship: https://www.openenglishprograms.org/MOOC 
• Smithsonian Learning Lab: https://learninglab.si.edu/
• Smithsonian Mask Design Collection: https://learninglab.si.edu/collections/explore-mask-design/3jsM8wmo18E4f31b 
• English Clubs: https://americanenglish.state.gov/resources/english-club-texts-and-materials
• English Teaching Forum: https://americanenglish.state.gov/forum
• Slice of Life Podcast: https://linguadagente.coerll.utexas.edu/inicio/ 
• Essay Writing Resource Center: https://canvas.instructure.com/enroll/8THRTP 
• Olimpíada: https://www.olimpiadadeingles.com/
• RELO Brazil Facebook: https://www.facebook.com/relobrazil

CURIOSITIES

Por que o pronome "I" (eu)

é maiúsculo em inglês?

Denilso de Lima

Por que o I é maiúsculo em inglês? Por que o pronome I é sempre escrito em letra maiúscula em inglês? Você já se perguntou o porquê disso? Qual é a lógica – a explicação – para que o pronome I (eu) em inglês seja sempre escrito em maiúscula?

Por que o I é maiúsculo em inglês?

Indo direto ao ponto, não há uma teoria 100% correta sobre o porquê do pronome I ser sempre maiúsculo em inglês. Assim, apresento abaixo algumas teorias existentes. Claro que tenho a minha preferida – a que considero mais exata –, então vamos a elas.

A Teoria do Egocentrismo

Uma das teorias que muita gente espalha é a que eu chamo de Teoria do Egocentrismo.
De acordo com alguns ditos estudiosos no assunto, as pessoas no passado tinham um ego muito inflado. Se achavam melhor que os outros. Assim, passaram a escrever o pronome I em maiúsculo simplesmente para demonstrar superioridade sobre os demais.
Alguns dizem que a moda começou com os escritores. Pois, esses eram detentores do poder da escrita e das ideias. Outros dizem que era uma imposição de membros das altas cortes, pois eles com seus títulos pomposos eram mais importantes que os demais.
Por conta dessa teoria boba e sem muita lógica, muita gente passa essa informação como se fosse verdadeira. Para reforçarem isso, chegam a dizer algo como “os americanos se acham melhor que todo mundo então é por isso que o I é maiúsculo”. O problema dessa afirmação é que a língua inglesa não foi inventada pelos americanos. Eles já a receberam assim. Portanto, essa teoria fajuta não se sustenta.
Nada de espalhar isso por aí, por favor!

A Teoria Gramatical

Algumas pessoas costumam dizer que o I é maiúsculo por causa da gramática. Dizem isso e saem correndo. Ou, pior, dizem que é assim mesmo e pronto.
Infelizmente, para esses, eu tenho uma má notícia: a língua inglesa nunca teve um órgão para regulamentar a língua. Ou seja, nunca tiveram uma Academia Inglesa de Letras para dizer o que deve e o que não deve ser correto.
Portanto, nunca houve um decreto real – ou algo do tipo – dizendo que o pronome I deve ser sempre escrito com letra maiúscula. O fato é que isso só virou uma convenção depois de muito tempo e simplesmente por conta da teoria que segue abaixo.

A Teoria Histórica

Essa teoria é a que considero mais correta e verdadeira. Ela explica de modo mais curioso por que o pronome I é maiúsculo em inglês. Vamos entendê-la!
Ao longo do desenvolvimento da língua inglesa, o pronome pessoal eu era ic ou ich (parecido com o alemão). Em certo ponto da história, o “c” e o “ch” saíram da palavra e ficou apenas o “i”.
Naqueles tempos tudo era escrito à mão; portanto, os escritores da época tinham de ser cuidadosos na hora de escrever algo. Eles tinham de ser detalhistas e prestar bem atenção no que faziam. Assim, tente imaginar o problema que era escrever um simples i (minúsculo) nos materiais daquela época.
Sendo minúsculo, o i poderia se perder com o tempo. Ou seja, devido ao manuseio do material, o i poderia se apagar facilmente e a mensagem não ser interpretada corretamente. Outro problema é que, sendo minúsculo, o i poderia ser confundido com um simples traço ou borrão de tinta no papel. Enfim, a interpretação do texto ficaria prejudicada.
Para resolver esses problemas, o pessoal teve a brilhante ideia de simplesmente aumentar um pouquinho o risco do i. Assim, ficaria mais fácil de percebê-lo no texto. Instituiu-se assim que o i, quando sozinho em uma sentença, deveria ser um pouco mais longo.
Como o pronome pessoal eu em inglês – I – era a única palavra importante quando sozinha, acabou que assim ficou. O tempo foi passando e o mundo todo herdou o costume de escrever o i sempre um pouco maior (maiúsculo).
É provável que os escritores daqueles tempos nem se importassem se o i estava sendo escrito de modo maiúsculo ou minúsculo. Na verdade, o desejo deles era resolver dois problemas que o texto poderia ter se escrevessem um simples i pequeno. Para eles foi apenas uma solução inteligente para um problema existente.

Nos dias de hoje

Atualmente, todos nós aprendemos que o pronome I deve ser sempre escrito com letra maiúscula. Convencionou-se uma certa regrinha gramatical que aconteceu por acaso.
O curioso é que está se tornando cada vez mais comum encontrarmos o pronome I sendo escrito com letra minúscula em textos informais: e-mails, mensagens em mídias sociais, bate papo em aplicativos de mensagens etc. Há uma certa tendência de que, no futuro, escrever o pronome I com letra minúscula se tornará algo comum e aceitável. Afinal, a língua inglesa não possui uma academia de letras para ficar ditando regras no que pode e que não pode em relação ao uso da língua.

Entendeu por que o pronome I é maiúsculo em inglês?

Adaptado de https://www.inglesnapontadalingua.com.br/2018/02/por-que-o-i-e-maiusculo-em-ingles.html. Acesso em: 21.out.2020.

ENGLISH TIPS

MAKE OR DO?

Em inglês, o verbo “fazer” possui duas formas: MAKE e DO. Não há uma única regra para todos os usos, mas há algumas recomendações que podem facilitar os estudos. Confiram neste LINK as dicas que Janaína Pereira Mourão escreveu para o site Mundo Educação.

ENGLISH WITH FUN

IRREGULAR VERBS SONG

Confiram a professora Carina Fragozo fazendo sua estreia no mundo da música (what???), mas com um excelente propósito: ensinar o passado dos verbos irregulares em Língua Inglesa. So... watch the video, learn the irregular verbs and have fun! 😎😂

HOW TO LEARN ENGLISH GRAMMAR

Doing Further Study

by WikiHow

1. Understand that this is just the beginning. The rules and information provided in this article will not teach you everything you need to know about English grammar. This article is intended to serve as a starting point in your studies. The actual subject of English grammar is much more complex, and you will need to devote a lot of time and effort if you really want to learn it.

2. Compare grammar rules. If you are learning English as a second language, compare the rules of English grammar to the grammar rules of your native language. Some aspects will be similar while others will differ.

• When the rules are the same, rely on the knowledge you have of your native grammar to help you with English grammar.
• When the rules differ, devote more time and concentration on practicing those aspects of English grammar as you study.

3. Do a lot of reading. People who do a lot of reading tend to be more proficient with English grammar in their own writing and speech.

• This does not refer to grammar books. Grammar books are helpful, of course, but the principle of this step is a different one.
• Read books, magazines, or other materials written in English that you enjoy. The more often you read, the more familiar you will naturally become with the way that grammar is used in word, sentence, and paragraph levels. Learning the rules of English grammar is an important step, but you will be able to put those rules into practice better if you are actually used to seeing proper grammar.

4. Take a class. If you are currently in school, look for a special elective class that focuses on grammar or a tutoring opportunity provided through your school. If you are no longer in school, consider taking a grammar class at a community college, community center, or library. You could also look for a class online.

• For non-native English speakers, look for classes specifically designed for students who are learning English as a secondary language. These classes are usually labeled as ESL (English as a Second Language), ENL (English as a New Language), or ESOL (English for Speakers of Other Languages) classes.

5. Find a mentor. If formal classes do not help, find a mentor who can review grammar rules with you one-on-one. This mentor could be a teacher, professor, or professional tutor. On the other hand, it could also be a parent, sibling, friend, or other relative who has a strong grasp of the English language and is willing to help out.

6. Look for additional information on your own. Go to a bookstore and purchase an English grammar workbook, or hop online and access some free grammar resources through the Internet.

• As a general rule, look for Internet sources that come from educational (.edu) websites. Examples include:
• The Guide to Grammar and Writing by Capital Community College Foundation (http://grammar.ccc.commnet.edu/grammar/)
• Purdue University's Online Writing Lab (https://owl.english.purdue.edu/owl/section/1/5/)

7. Practice. Above all else, practice makes perfect. The more you can practice English grammar, the better you'll get with it.

Source: https://www.wikihow.com/Learn-English-Grammar. Accessed on October 19, 2020.

ATPC DE LINGUAGENS (LÍNGUA INGLESA)

ENGLISH - ATPC DE LÍNGUA INGLESA

Estão disponíveis nos links abaixo os slides e a pauta da ATPC de Língua Inglesa realizada no dia 14/10, via Google Meet.

October 14, 2020
SLIDES
MEETING AGENDA

HAPPY TEACHER'S DAY!

"TO SIR WITH LOVE"

GLEE

GLEE: THE MUSIC, JOURNEY TO REGIONALS

℗ 2010 Twentieth Century Fox Film Corporation

Written by Mark London & Don Black for the 1967 movie of the same name

Originally performed by Lulu: https://youtu.be/_dc_8bDJHE4
℗ 1967 Parlophone Records Ltd.

Those schoolgirl days of telling tales and biting nails are gone
But in my mind I know they will still live on and on
But how do you thank someone who has taken you from crayons to perfume?
Oh, it isn't easy, but I'll try

If you wanted the sky I would write across the sky in letters
That would soar a thousand feet high 

'To Sir, with love'

The time has come for closing books and long last looks must end
And as I leave I know that I am leaving my best friend
A friend who taught me right from wrong and weak from strong
That's a lot to learn

What can I give you in return?

If you wanted the moon I would try to make a start
But I would rather you let me give my heart 

'To Sir, with love'

HOW TO LEARN ENGLISH GRAMMAR

Studying Grammar on the "Paragraph" and “Narrative” Levels

by WikiHow

1. Learn about paragraph structure. A basic paragraph consists of three to seven sentences. Each paragraph must have a topic sentence, supporting sentences, and a concluding sentence.

• The topic sentence is usually the first sentence in the paragraph. It is the most general sentence and introduces the idea you plan to discuss throughout the rest of the paragraph.
• Example: English grammar is a complex topic that covers a range of information.
• The supporting sentences explain the idea presented in the topic sentence with greater detail.
• Example: English grammar is a complex topic that covers a range of information. At the "word" level, one must learn about parts of speech. At the "sentence" level, topics like sentence structure, subject/verb agreement, and clauses must be explored. The rules governing punctuation use are also a part of "sentence" level grammar. Once a person starts writing larger piece, he or she must also learn about paragraph structure and organization.
• The concluding sentence summarizes the information presented in the paragraph. It is not always necessary, but you should still know how to write one.
• Example: English grammar is a complex topic that covers a range of information. At the "word" level, one must learn about parts of speech. At the "sentence" level, topics like sentence structure, subject/verb agreement, and clauses must be explored. The rules governing punctuation use are also a part of "sentence" level grammar. Once a person starts writing larger piece, he or she must also learn about paragraph structure and organization. All of these rules define and describe how to write English correctly.
• Also note that the first sentence of a paragraph should be indented a few spaces to the right of the paragraph's left edge.

2. Vary sentences within a paragraph. While you could technically have a paragraph that uses nothing but basic sentences, a better and more grammatically pleasing paragraph will have a variety of simple and complex sentences.

• Correct example: I love my cat. He has soft, orange fur. On cold days, he likes to cuddle next to me for warmth. I think that my cat is the greatest cat ever, and I am really happy to have him.
• Incorrect example: *I love my cat. He is orange. His fur is soft. He cuddles next to me on cold days. My cat is the greatest cat. I am really happy to have him.*

3. Organize longer pieces. After you feel comfortable with your paragraph writing skills, try writing longer works, like academic essays. Essay writing is a separate subject, so you should study about it in greater detail. There are a few things you should keep in mind as you begin, though.

• Organize your essay by writing an introductory paragraph, three or more body paragraphs, and a concluding paragraph.
• The introductory paragraph must be a general paragraph that presents the main idea without providing detail. The supporting paragraphs must expand on this main idea with greater detail, and each paragraph should cover its own separate point. The concluding paragraph restates and summarizes the information presented in the essay and does not introduce any new information.

Source: https://www.wikihow.com/Learn-English-Grammar. Accessed on October 15, 2020.

ENGLISH WITH FUN

PRESENT PERFECT: aprenda a usar

Aula 07 - English in Brazil

Hora de aprender, com a professora Carina Fragozo e "suas personagens", o present perfect, esse tempo verbal da Língua Inglesa que não possui um correspondente direto com as formas de passado do Português. Atenção para a estrutura (have / has + past participle) e para as formas afirmativa, negativa e interrogativa. Confiram! 😉

Cliquem AQUI para fazer o download do livro Past, Present and Future: Guia de Tempos Verbais do Inglês. 😍

U.S. CULTURE AND TEENAGERS

AMERICAN TEENS TALK!

Americans Teens Talk! is a collection of interviews of American high school students in both written and audio format. Each interview is accompanied by vocabulary notes and discussion questions.
The interviews in American Teens Talk! give learners a view into the lives of adolescents in the U.S. Through the written and audio format of the interviews, learners are able to increase their vocabulary, practice their reading and listening skills, engage in discussions, and learn more about U.S. culture. 

CLICK HERE for downloading the entire book.

CLICK HERE for downloading the chapters and MP3 (see "table of contents" section).

CHATCLASS

Principais dúvidas sobre a Olimpíada de Inglês (Parte 2)

Confiram a live realizada hoje, 14/10, sobre a Olimpíada de Inglês 2020. Há esclarecimentos importantes, incluindo sobre a inscrição de professores na competição.

HOW TO LEARN ENGLISH GRAMMAR

Studying Grammar on the "Sentence" Level

by WikiHow

1. Learn how to structure a basic sentence. At minimum, every sentence consists of a subject and an action. A sentence that lacks either one is a sentence fragment and is considered to be improper.

• The subject is usually a noun or pronoun, and the action is conveyed using a verb.
• Correct example: The dog ran.
• Note that the subject is indicated in italics and the action is indicated in bold print.
• Incorrect example: Yesterday afternoon.
• Expand your sentences into more complex forms after mastering this basic format.

2. Maintain correct subject/verb agreement. Within a sentence, both the subject and verb must share the same singular/plural state. You cannot use the singular form of a verb with a plural subject; a plural subject must have a plural verb.

• Correct example: They are at school.
• Incorrect example: *They is at school.*
• When two singular subjects are connected with the word "and" (he and his brother), the subject becomes plural. When connected by "or" or "nor" (he or his brother), the subject is singular.
• Collective nouns, like "family" or "team," are treated as singular nouns and require a singular verb.

3. Form compound sentences. Compound sentences are the easiest sentence form to master after the basic sentence. Use a conjunction to join two related thoughts into one sentence rather than forming two separate sentences.

• Instead of: The dog ran. He was fast.
• Use: The dog ran and he was fast.
• Instead of: We looked for the missing book. We could not find it.
• Use: We looked for the missing book but could not find it.

4. Practice using conditional phrases. A conditional sentence describes a situation in which one part of the sentence is true only if the other part is true. They can also be referred to as "if, then" statements, but the word "then" will not always appear when the sentence is written.

• Example: If you ask your mother, then she will take you to the store.
• Note, however, that it would also be correct to write: If you ask your mother, she will take you to the store.
• Both forms are still conditional.

5. Understand how to use clauses. Use clauses to form complex sentences. Clauses are the "building blocks" that can be used to expand a sentence past its basic form. They can either be independent or dependent.

• An independent clause has its own subject and verb. As a result, it could stand as its own sentence. Note that compound sentences, as mentioned previously, consist of independent clauses.
• Example: She felt sad, but her friends cheered her up.
• Both "she felt sad" and "her friends cheered her up" could stand as separate sentences.
• A dependent clause is one that could not stand as its own sentence.
• Example: While he agreed with his brother, the boy would not admit to it.
• The clause "While he agreed with his brother" would not make sense a separate sentence, so it is a dependent clause.

6. Manage punctuation. There are multiple punctuation marks and various rules governing their usage. You should study these rules in detail, but first, you need a basic understanding of how each punctuation mark is used.

• Periods (.) mark the end of a statement sentence.
• Ellipses (...) indicate that a portion of text has been removed from the passage.
• Commas (,) separate words or word groups when a pause is necessary but a period is inappropriate.
• Semicolons (;) should be used in complex sentences that lack a connecting conjunction.
• Colons (:) are used to introduce lists within a sentence.
• Question marks (?) are used at the end of a sentence when the sentence asks a question.
• Exclamation points (!) are used at the end of a statement sentence to indicate surprise or emphasis.
• Quotation marks (") separate words spoken by another person from the rest of the text.
• Parentheses () enclose information that clarifies a preceding thought.
• Apostrophes (') separate contractions and show possession.

Source: https://www.wikihow.com/Learn-English-Grammar. Accessed on October 14, 2020.

ENGLISH GRAMMAR WITH FUN

SIMPLE PAST: o passado em inglês (DID)

Aula 06 - English in Brazil

Nesta divertida aula da professora Carina Fragozo, fomos "transportados" para os anos 80 e para a pré-história para aprender a falar sobre o passado em Língua Inglesa, usando o Past Simple. Momento para compreender a utilização dos auxiliares did / didn't e entender os verbos regulares e os verbos irregulares. Aula importante para conseguir acompanhar a próxima sobre o Present Perfect. 😉

HOW TO LEARN ENGLISH GRAMMAR

Studying Grammar on the "Word" Level

by WikiHow

With all the rules and guidelines governing the use of English grammar, it's little wonder that so many people find the subject intimidating. Grammar is a complex structure, so before you learn how to compose great pieces of English writing or speech, you need to understand the grammar building blocks leading up to more complex forms. With enough time, effort, and practice, though, you can eventually become a master of English grammar.

1. Learn the parts of speech. Every word in the English language can be categorized as a specific part of speech. The parts of speech do not define what a word is. Instead, they describe how to use that word.

• A noun is a person, place, or thing. Example: grandma, school, pencil
• A pronoun is a word that takes the place of a noun within a sentence. Example: he, she, they
• Articles are special terms that proceed a noun within a sentence. The three articles are: a, an, the
• An adjective modifies or describes a noun or pronoun. Example: red, tall
• A verb is a word that describes an action or state of being. Example: be, run, sleep
• An adverb modifies or describes a verb. Adverbs can also be used to modify adjectives. Example: happily, wonderfully
• A conjunction joins two parts of a sentence together. Example: and, but
• A preposition is used in combination with a noun or pronoun to create a phrase that modifies other parts of speech, like a verb, noun, pronoun, or adjective. Example: up, down, of, from
• Interjections are words that express an emotional state. Example: wow, ouch, hey

2. Explore the rules governing each part of speech in greater depth. Most parts of speech have additional rules governing their usage. If you want to master English grammar, you will need to study these rules in detail. Make note of the following for your studies:

• Nouns can be: singular or plural; proper or common; collective; count or non-count; abstract or concrete; gerunds
• Pronouns can be: personal, possessive, reflexive, intensive, reciprocal, indefinite, demonstrative, interrogative, or relative
• Adjectives can be used on their own, for the sake of making comparisons, or as superlatives.
• Adverbs are either relative adverbs or adverbs of frequency.
• Conjunctions are either coordinating or correlative.
• Verbs can be: action verbs or linking verbs; main verbs or auxiliary/helping verbs
• The articles "a" and "an" are indefinite, while the article "the" is definite.

3. Know how to write numbers. Single-digit numbers (zero through nine) should be spelled out in word form, but double-digit numbers (10 and up) should be written in numerical form.

• All numbers within a sentence should either be spelled out or written numerically. Do not mix and match.
• Correct example: I bought 14 apples but my sister only bought 2 apples.
• Incorrect example: *I bought 14 apples but my sister only bought two apples.*
• Never start a sentence with a number written in numerical form.
• Spell out simple fractions and use hyphens with them. Example: one-half
• A mixed fraction can be written numerically. Example: 5 1/2
• Write decimals in numerical figures. Example: 0.92
• Use commas when writing numbers with four or more digits. Example: 1,234,567
• Write out the numerical figure when specifying the day of the month. Example: June 1

Source: https://www.wikihow.com/Learn-English-Grammar. Accessed on October 13, 2020.

OLIMPÍADA DE INGLÊS 2020

Como fazer a autorização dos alunos?

ChatClass

Se você tem dúvidas sobre como os alunos devem solicitar a autorização aos responsáveis para participação na Olimpíada de Inglês, confira este vídeo. 👇

TEACHERS

The Importance of Teachers in Our Society

In many professions, it’s easy to overstate the importance of the job. But in the case of our educators, it’s more likely that people will underestimate the importance of teachers in our society. 

For those who have dedicated their lives to teaching others, it’s good to reflect on the vital importance well-educated, quality teachers play in shaping the world around us.
Taking on the task of shaping young minds is a big responsibility. To say that teachers can change lives is not an exaggeration. Consider some of the following vital roles that truly illustrate the importance of teachers.

Importance of Teachers as Role Models

It’s interesting that so much public debate centers around celebrities, athletes and even politicians serving as role models. The truth is, outside of their own home, one of the biggest role models in a young person’s life is standing at the front of the classroom.
Teachers are people to look up to and emulate. Nearly everyone has a teacher (in many cases, quite a few teachers) who they admired and who provided them with an example of how to conduct themselves.

 
Power of Education

Teaching students information in a way that they will remember and put to use is one of the greatest gifts anyone can give to another person. Doing so opens students’ eyes to new ways of looking at life. While so much emphasis today is on learning the hard skills necessary to excel in a certain profession – particularly in the postsecondary environment – much of the “life-changing stuff” happens in the younger years as children accumulate knowledge at the hands of a good teacher.

Guidance

Yes, schools have guidance counselors. But almost every teacher will find themselves approached by students in one way or the other. They seek advice on everything from academic interests to issues related to their personal lives. Within the classroom, teachers also serve as a sounding board for students’ thoughts on everything from historical events to the meaning found in a literary work. Teachers also provide guidance on pursuing higher education and participating in events that encourage growth in a young person. The importance of teachers as guides for children as they consider furthering their education is immeasurable.

Dedication

The best teachers also inspire their students to work harder and push themselves. They encourage students to understand the importance of dedicating themselves to passion projects or endeavors. And success builds upon success. The more a student pushes themselves to accomplish their goals, the more they realize what they are capable of doing.
How can anyone put a value on something like that?
Teaching can be a tough, complex job. As with any profession, there are days that are hard to get through. But for those who have committed their lives to the profession, they are joining the ranks of some of the brightest minds – and most important people – that students will come across in their lives.

Adapted from "The Importance of Teachers in Our Society" - Merrimack College. Available at: https://online.merrimack.edu/importance-of-teachers/. Accessed on October 5, 2020.

ENGLISH GRAMMAR WITH FUN

Falando sobre o PASSADO com o PAST CONTINUOUS

Aula 05 - English in Brazil

Quinto episódio da série de tempos verbais no canal do English in Brazil no YouTube. Desta vez, a professora Carina Fragozo e suas "personagens" falaram sobre o PASSADO usando o Past Continuous. Nos diálogos, uma conversa inesperada com uma atriz muito famosa de Hollywood: Marilyn Monroe! 😱😜😀

ENGLISH GRAMMAR WITH FUN

Um erro que muitos cometem em inglês:

o (não) uso do "IT"

Aula 04 - English in Brazil

Neste vídeo, a professora Carina Fragozo e suas "personagens" comentam sobre um erro que muitas pessoas cometem ao estudar inglês: o (não) uso do pronome IT. Confiram! 😉

CHATCLASS

Principais dúvidas sobre a

Olimpíada de Inglês 2020

Confiram a live realizada hoje, 07/10, sobre a Olimpíada de Inglês 2020. Há esclarecimentos importantes.

LEARNING ENGLISH WITH MOVIES

Best films for learning English

Learning English can feel tough at times: oh for the confusing grammatical rules, the baffling regional accents and the head-spinning cultural rules. One of the ways in which you can pick English up (and pick it up pretty fast) is through film, TV and music. Here, we’re looking at the eight best films for learning English.

1. The King’s Speech

The King’s Speech makes for an easy first place position on our list as the story revolves around the King George VI struggles with a stammer (speaking with involuntary pauses or repetitions). Pronunciation is focused upon throughout the entire movie. What better film for learning English than a film in which someone is learning to communicate in English?

2. Harry Potter

Harry Potter presents a fascinating insight into the world of magic. Through these films you’ll learn everything from the most basic of vocabulary (which is unsurprising, given the franchise is aimed at children upwards of 8), as well as words which were created in the mind of J.K. Rowling (probably the best example of meaning created through word phonetics alone). Here are some of the best:

• Aguamenti – A spell to create water.
• Muggle – Person totally without magical powers.
• Fudge Flies – Wizarding sweets.
• Inferius – A dead body that has been bewitched to do a Dark wizard’s bidding.

You probably won’t use any of these words in every day language, but they’re just so fun to say.

3. The Queen

The most effective way of learning English and proper pronunciation is by watching a film literally defined by the ‘Queen’s English’. This film also shows you the inner workings of the Royal family – making this a must-see for those who truly want to learn about English culture.

4. Lord of the Rings

Lord of the Rings is a film adaption of one of the greatest literary works of all time. Written by J.R.R. Tolkien and brought to life for the modern age, this magical story makes for a fascinating study of how differing mythical beings vary their dialects and vocabulary.

5. Charlie and the Chocolate Factory

Charlie and the Chocolate Factory is a universally amusing film – for the young and old its fun themes, outlandish costumes and set designs could keep you engaged from beginning to end – even if you have just started learning English and struggle to keep up with the dialogue.

6. Beauty and the Beast

Beauty and the Beast is one of the most on-point films for pronunciation there is; it’s also a musical – for songs that stay stuck in your head until you’ve learned every last word.

7. The Sound of Music

The sound of music has the best of both the music and film worlds and, as it’s family entertainment, there’s a good mix of basic vocabulary, as well as words and phrases that are more advanced.

8. The Remains of the Day

This classic film hails from 1993 and tells the story of a relationship between housekeeper and butler; set in the late 1930’s this film delivers formal speech throughout and whilst some of the vocabulary may no longer be in common usage, the way in which people used to speak was far more grammatically correct than when compared to today.

Image source: Wikipedia

Source: THE ENGLISH STUDIO. Available at: https://englishstudio.com/blog/best-films-learning-english/. Accessed on October 6, 2020.