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LEITURA E REDAÇÃO EM LINGUA INGLESA
Aula de revisão 2
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AULA DE REVISÃO 2
LEITURA E REDAÇÃO EM LINGUA INGLESA
Conteúdo Programático desta aula
To review contents given in previous lessons
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AULA DE REVISÃO 2
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Let´s watch a video about the organization of a paragraph and then answer the following questions:
Now answer the questions:
	1-What kind of idea can you find in the topic sentence?
	2- What does the writer want to introduce when he uses “ first of all”?
	3-In the topic sentence the writer mentions “ important characteristics”. When is he going to refer to these characteristics again in the text?
	4- What do the supporting sentences express?
	5- Do you think we should add new elements to the conclusion?
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Read the following passage and paraphrase it by putting it into your own words.
	By mid-December, 1914, British troops had been fighting on the Continent for over five months. Casualties had been shocking, positions had settled into self-destructive stalemate, and sensitive people now perceived that the war, far from promising to be “over by Christmas,” was going to extend itself to hitherto unimagined reaches of suffering and irony. From Paul Fussell, The Great War and Modern Memory. London: Oxford University Press, 1977.
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Possible Paraphrase
	There is not a single correct answer, but you could paraphrase the above passage by writing something like this:
	After more than five months of fighting, the British had lost so many men and they were unable to make progress. People began to realize that the war would not end before Christmas. Instead, it would continue for longer and be more ironic than they had ever imagined.
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Let´s watch a video about cohesive writing. Remember the clues.
Lexical cohesion
Identify examples of lexical cohesion in the following texts:
The clamour of complaint about teaching in higher education and, more especially, about teaching methods in universities and technical colleges, serves to direct attention away from the important reorientation which has recently begun. The complaints, of course, are not unjustified. In dealing piece-meal with problems arising from rapidly developing subject matter, many teachers have allowed 
	
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courses to become over-crowded, or too specialized, or they have presented students with a number of apparently unrelated courses failing to stress common principles. Many, again, have not developed new teaching methods to deal adequately with larger numbers of students, and the new audio-visual techniques tend to remain in the province of relatively few enthusiasts despite their great potential for class and individual teaching.
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Reference
Identify the references in the following texts
Every organization, as soon as it gets to any size (perhaps 1,000 people), begins to feel a need to systematize its management of human assets. Perhaps the pay scales have got way out of line, with apparently similar-level jobs paying very different amounts; perhaps there is a feeling that there are a lot of neglected skills in the organization that other departments could utilize if they were aware that they existed. Perhaps individuals have complained that they don't know where they stand or  
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what their future is; perhaps the unions have requested standardized benefits and procedures. Whatever the historical origins, some kind of central organization, normally named a personnel department, is formed to put some system into the haphazardry. The systems that they adopt are often modelled on the world of production, because that is the world with the best potential for order and system. 
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Identify examples of substitution in this text: 
	The human memory system is remarkably efficient, but it is of course extremely fallible. That being so, it makes sense to take full advantage of memory aids to minimize the disruption caused by such lapses. If external aids are used, it is sensible to use them consistently and systematically - always put appointments in your diary, always add wanted items to a shopping list, and so on. If you use internal aids such as mnemonics, you must be prepared to invest a reasonable amount of time in  
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mastering them and practising them. Mnemonics are like tools and cannot be used until forged. Overall, however, as William James pointed out (the italics are mine): 'Of two men with the same outward experiences and the same amount of mere native tenacity, the one who thinks over his experiences most and weaves them into systematic relations with each other will be the one with the best memory.' 
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Watch the video about persuasive writing and then complete the sentences:
1- Be -------------and use ----------
2- Appeal to the ----------------
3- Appeal to people´s --------------------
4- Use real--------------experiences.
5- Listen to other people´s ----------------
6- Use the ------------technique, counter attack.
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This is very nice, if you're looking for some persuasion techniques, look up Sophism, and the Ethos, Pathos, Logos trio. Learn the key words, phrases and figures of speech that can magnify your point. The advertising dad who is selling spray on hair is using Ethos, Logos and Pathos. Pathos to appeal to men's lack of self confidence due to hair loss, Logos to appeal to men's want and need to have hair in our aesthetic society and Ethos, to do something for those who have lost their hair. 
  
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. False Cognates - Exercises
Hello everybody! Choose the best alternative for the underlined words: 1.Recipient a.Expediente b.Receptor c.Recipiente 2.Library a.Livraria b.Biblioteca c.Livros 
 
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	3.Deception a.Corte b.Decepção c.Fraude 4.Defendant a.Defensor b.Réu c.Defesa 
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5.Comprehensive a.Compreensivo b.Abrangente c.Compulsório 6.Disco a.Discoteca b.Disco c.Fiscal 
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7.Commodity a.Mercadoria b.Comodidade c.Incomodar 8.Actually a.Atualizar b.Atualmente c.Na verdade 
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9.Terrific a.Terrível b.Temível c.Ótimo 10.Reclamation a.Queixa  b.Reivindicação c.Proclamação Read more: http://travelthroughenglish.blogspot.com/2011/06/false-cognates-exercises.html#ixzz1rXd2sd4v 
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Use one of the words below to complete the sentences: Useful, Useless, Helpful, Helpless, Careful, Careless, Thoughtful, Thoughtless, Hopeful, Hopeless a) What a nice present! that was very ______ of you! b) I don't wanna be a ______ case! c) He is very _____ and should never drive. d) It's _____ to know the news if you don't analyse it critically. 
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e) I had to reorganize my books. I'm glad Daniel was so _____ anddid some of the work for me. f) A cell phone can be very _____ if you have an unexpected problem on the road. g) Be _____ when you open this book. It's very old and it could fall apart. h) My girlfriend is furious because of something _____ I said to her. i) The soccer team has lost some games but they're still _____. they think they can win the championship. j) If you sometimes feel lonely and _____, a good friend will make a big difference. Read more: http://travelthroughenglish.blogspot.com/2011/03/suffixes-ful-and-less-exercises.html#ixzz1rXiT4ueg 
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Let´s watch this video about idioms
Some idioms
A taste of your own medicine When you are mistreated the same way you mistreat others. Actions speak louder than words It's better to actually do something than just talk about it. Barking up the wrong tree A mistake made in something you are trying to achieve. 
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Blue Moon Something that is not expected to happen, like a rare event. Cross your fingers To hope that something happens the way you want it to. Don't count your chickens before they hatch Don't rely on it until you're sure of it. Every cloud has a silver lining. Be optimistic. 
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Get up on the wrong side of the bed Someone who's having a horrible day. Haste makes waste Quickly doing things results in a poor ending. It's a small world When you see the same people in different places. Joshing me Tricking me. Knock on wood To tap on wood in order to avoid some bad luck. Read more: http://travelthroughenglish.blogspot.com/2011/06/idioms.html#ixzz1rXm0nyI0 
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