POLI AV2 Tudo

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POLI AV2 Tudo 
IDIOMATIC EXPRESSIONS AND SLANGS 
 
We know that idiomatic expressions, slangs and any kind of figurative language have naturally been part of speaking, 
according to social conventions. However, more recently, this type of vocabulary has been more and more present 
and well-accepted in informal and semi-formal contexts of use. It seems they are part of English in use everywhere. 
WHAT IS AN IDIOM? 
Language follow rules. If it did not, then its users would not be able to make sense of the random utterances the 
read or heard and they would not be able to communicate meaningfully themselves GRAMMAR 
An account of the regularities of the language. 
IDIOMS ANOMALIES, mavericks of the linguistic world 
The very word idiom comes from the Greek idioms : one's own, peculiar, strange. 
 
IDIOMS X RULES - Idioms break the normal rules in two main areas: SEMANTICS (with regards to the meaning) and 
SYNTACTICALLY (with regards to the grammar) 
 
As foreign language learners, we know that in order to express ourselves, understand and improve English fluently, 
we need to learn not only grammar and a good deal of vocabulary but also how to be capable of using this language 
according to different contexts. The knowledge of slangs (gírias) and Idioms (expressões idiomáticas) plays an 
important role as far as foreign language acquisition is concerned. It’s not a question of taste, like or dislike. They are 
naturally necessary to any learner to develop fluency! 
You can't teach an old dog new tricks 
Slangs and idioms are so old as the act of speaking. They are part of our routine and may reveal excitement, offense, 
happyness, irony, humor, feelings, state and etc. With the technological progress this kind of language seems to be 
always around: on TV, radio, movies, magazines, internet and in everyday informal conversation. 
TO PUT YOUR FOOT IN IT 
A: That woman you were talking to just now. She didn't look very pleased as she walked away. Did you have a 
disagreement over something? 
B: Not exactly. It was all very embarrassing, actually. 
A: Well what happened? 
B: We were talking about that man over there. 
A: What - that one? With the dreadful hair and those awful clothes? 
B: Exactly. I just said how odd I thought he looked. 
A: And? 
B: He happens to be that woman's husband. 
A: Oh dear. You really put your foot in it, didn't you. 
. TO PAY THE EARTH FOR SOMETHING 
A: Oh no! 
B: What's happened? 
A: I'm all right. 
B: I'm not worried about you. What did you drop? 
A: It was an accident. I'm afraid it just slipped out of my hands. 
B: My china horse! Oh no! Have you any idea how much it cost? 
A: I'm terribly sorry. I'll buy you another one. 
B: Don't be silly. You couldn't afford one of those. I paid the earth for that. 
It cost the earth. - It cost an arm and a leg. 
TO CUT SOMEONE DEAD 
A: What's the matter with Catherine? 
B: What do you mean? 
A: I passed her in the street today and she looked straight through me. 
B: Really? Perhaps she didn't see you. 
A: She saw me all right. I smiled and said hello. But she looked straight at me and never said a word. 
B: You must have upset her. You know how sensitive she is. 
A: Well I can see no reason for her to cut me dead like that. 
 Catherine gave her the cold shoulder. 
GET IT OFF YOUR CHEST 
A: Morning! 
B: Oh. Hello. 
A: You don't look very happy today. What's the matter? 
B: Oh. Nothing. 
A: Come on now. Tell me what's wrong. 
B: There's nothing wrong. I'm quite all right thank you. 
A: Look, something's obviously worrying you. Why don't you talk to me about it. I'll help, honestly. 
B: Well .... 
A: Come on. You know you can trust me. Tell me all about it. You'll really feel much better if you get it off your 
chest. 
B: All right then... 
All that glitters isn't gold 
Waste not want not 
Beggars can't be choosers 
The early bird gets the worm 
A penny saved is a penny earned 
Every cloud has a silver lining 
The early bird gets the worm 
The early bird gets the worm 
Two heads are better than one 
Children are best seen and not heard 
Absence makes the heart grow fonder 
You can lead a horse to water, but you can't make it drink 
TEACHER: Have you heard of Sarah? 
ELIZABETH: She’s been feeling down in the dumps lately. (Sad or depressed) 
CARLOS: Humm, today I'm feeling sick as a dog! (Very sick) 
PAUL: Me too. I've been feeling under the weather recently… (Not well) 
TEACHER: Well, you had better go to the doctor… 
CARLOS: What about the exam results, teacher? Have I passed? 
TEACHER: YES! Congratulations! You aced the test! (got 100%). 
ELIZABETH: And me? 
TEACHER: Close, but no cigar. (You were very close, but you did not make it.) 
ELIZABETH: Oh… I studied till the cows came home… (For a very long time) 
TEACHER: Humm... It drives me up the wall! (Makes me very annoyed) But I’ll give you another chance! 
ELIZABETH: Thanks a million! 
TEACHER 
ALDOUS: What about Sam? Has he flunked? (ficou reprovado?) 
TEACHER: No way. He is going to study seriously when pigs fly. (Never) 
(everybody laughs) 
ELIZABETH: Wow! Look outside! It's raining cats and dogs (Very hard rain) out there! 
So, have you noticed how figurative language works? Not word by word… 
Idiomatic Expressions:What are they? How do you define them? What’s their role? 
An idiom is generally a colloquial metaphor term requiring some foundational knowledge, information, or 
experience, to use only within a culture, where conversational parties must possess common cultural references. 
Idioms are not considered part of the language, but part of the culture. As culture typically is localized, idioms often 
are useless beyond their local context; nevertheless, some idioms can be more universal than others, can be easily 
translated, and the metahphoric meaning can be deduced. An idiom is an expression not readily analyzable from its 
grammatical construction or from the meaning of its component parts. It is the part of the distinctive form or 
construction of a particular language. 
WHAT ABOUT SLANG (gíria)? 
Slang 
1. very informal usage in vocabulary and idiom that is characteristically more metaphorical, playful, elliptical, vivid, 
and ephemeral than ordinary language, as Hit the road. 
Having the same figurative feature, slang use is more present in INFORMAL CONTEXTS. These informal words and 
expressions are often to be found in areas of the lexicon that refer to things considered taboo or bad language. 
2. (in English and some other languages) speech and writing characterized by the use of vulgar and socially 
taboo vocabulary and idiomatic expressions. 
 3. the jargon of a particular class, profession, etc. 
4. the special vocabulary of thieves, vagabonds, argot... 
PROVERBS 
A concise sentence, often metaphorical or alliterative in form, which is held to express some truth ascertained by 
experienceor observation and familiar to all. 
“Proverbs are short sentences drawn from long experience” (Cervantes, Don Quixote, 1605) 
“What is a proverb, but the experience and observation of several ages, gathered and summed up into one 
expression?” (Robert South, Sermons, 1692) 
 
 
 
 
 
“A proverb has three characteristics: few words, good sense, and a fine image” (Moses I. Ezra, Shirtat Yisreal, 
1924)` 
“A tree is known by its fruit” – (of Zulu origin - this means that success is shown by the deeds.) 
“I have been bitten by a tsetse fly” – (of Tanzanian origin – this means that a person will continuously be a pest until 
you pay off a debt.) 
“The word of friend makes you cry – the word of an enemy makes you laugh” – (of Algeria, Burkina Faso, Mali, 
Mauritania, and Niger – this means that a friend will tell you the truth and sometimes the truth hurts, whereas an 
enemy will only lead you down the wrong path by giving youadvice that seems good but is not.) 
American Proverbs 
Some examples of American based proverbs include: 
"Absence makes the heart grow fonder” – (this means that when you separate from someone that you love by 
putting distance between you that you will inevitably love them more and yearn to see them.) 
"All that glitters is not gold” – (this means that just because something looks good, does not necessarily mean that it 
is good.) 
"A monkey in silk is a monkey no less” – (this means that just because someone dresses fancy does not necessarily 
mean that they are fancy or of good character.) 
English Proverbs 
Some examples of English proverbs include: 
Early to bed and early to rise, makes a man healthy, wealthy and wise. 
It’s no use locking the stable door after the horse has bolted. 
Laugh and the world laughs with you, weep and you weep alone. 
See a pin and pick it up, all the day you’ll have good luck; see a pin and let it lie, bad luck you’ll have all day. 
‘Tis better to have loved and lost, than never to have loved at all. 
Monday’s child is fair of face 
Tuesday’s child is full of grace, 
Wednesday’s child is full of woe, 
Thursday’s child has far to go, 
Friday’s child is loving and giving, 
Saturday’s child works hard for its living 
And a child that’s born on the Sabbath day 
Is fair and wise and good and gay. 
Proverbs from Other Countries 
Arabic Proverb: An army of sheep led by a lion would defeat an army of lions led by a sheep. 
Finnish proverb: Even a small star shines in the darkness. 
Italian Proverb: After the game, the king and pawn go into the same box. 
Jewish Proverb: God could not be everywhere and therefore he made mothers. 
Russian Proverb: Better to stumble than make a slip of the tongue. 
Spanish Proverb: Since we cannot get what we like, let us like what we can get. 
Complete the dialogues using the appropriate idioms. 
to break up (broke up) - double date 
blind date - to go dutch 
Anna: Hi Meg, how’s it going? 
Meg: Pretty good and you? 
Anna: Great. So, how’s your love life? 
Meg: Not so hot, why? 
Anna: Because I know a great guy. He’s Mike’s friend and he just ________________ with his girlfriend. I want to 
arrange a date for 
the two of you. 
Complete the dialogues using the appropriate idioms. 
to break up (broke up) - double date 
blind date - to go dutch 
Anna: Hi Meg, how’s it going? 
Meg: Pretty good and you? 
Anna: Great. So, how’s your love life? 
Meg: Not so hot, why? 
Anna: Because I know a great guy. He’s Mike’s friend and he just ________________ with his girlfriend. I want to 
arrange a date for 
the two of you. 
Meg: Do you mean a _________________? I don’t know him. 
Anna: Don’t worry. How about we go on a ________________? I’ll invite Mike. 
Meg: Sure, that sounds like fun, but please tell him that I want ________________. I’d rather pay for myself since I 
don’t even know him. 
Anna: Okay, it’s a date. 
 
Pronunciation tips 
Whenever I spoke to a person in America, they kept asking me What? What? I would repeat my sentence again and 
again. Finally they would say Ah-ha! and then repeat my sentence, using exactly my words!I knew my words and 
grammar were good, but nobody would understand me, just because of my pronunciation. 
Can you communicate in English? 
Almost all English learners say “I don’t need to study pronunciation. I just want to communicate in English.” Many of 
them think that they can communicate in English because they can communicate with their teacher and other 
students. 
Do not make this mistake! You have to remember that: 
Your teacher has been listening to bad English for years. He or she can understand it much more easily than the 
average person. Other students are usually from the same country as you. Therefore, they speak English like you and 
they make the same mistakes. So it is easy for them to understand you. 
The only true test is: Go to America or Britain and try to talk to “normal people” — a clerk at a supermarket, a bus 
driver, etc. If they can understand you, then you can say that you can communicate in English. 
Communication is not enough 
If you can communicate in English with people from other countries, congratulations! It’s a big achievement. Now 
you should ask yourself two questions: 
Is my English easy to understand? 
Is my English pleasant to listen to? 
Some people communicate successfully in English, but have a strong foreign accent. Although you can understand 
what they are saying, it is not easy. If you speak English with a strong foreign accent, you are making things difficult 
for people who listen to you. If understanding your English takes effort or your accent is unpleasant, people will 
avoid talking to you if they have the choice. 
If you have a clear, pleasant accent, people will simply enjoy talking to you. They will want to spend time with you. 
The less native-like your accent, the more frequently you will confuse your listeners, and the more frequently you 
will have to repeat yourself. 
Here’s an interesting fact: 
Native speakers (especially Americans) are pretty good at understanding a variety of foreign accents because they 
have to communicate with immigrants every day in their own country. So, a light Spanish or Chinese accent will not 
be a problem for an American. 
Non-native English speakers are much less tolerant — if you speak English with a Chinese accent to someone from 
Germany or India, you will probably give them a very hard time! Of course, not all pronunciation errors are equally 
bad. For example, it is not a big problem if you pronounce a few English sounds in a slightly non-native way. 
The worst errors are: 
• talking too fast because you think it sounds more native 
• skipping sounds (e.g. worl instead of world) misplacing the stress (e.g. DEvelop instead of deVELop) 
• using the wrong sounds in a word, especially if the sounds are very different from the correct sounds (e.g. 
pronouncing determine so that it rhymes with mine or pronouncing target with a j sound) 
• confusing two different sounds (e.g. pronouncing slip and hit the same way as sleep and heat, pronouncing 
hope the same way as hop) 
How to learn English pronunciation 
• English uses different sounds than your native language. If you want to speak English well, you have to teach 
yourself to recognize them and pronounce them. 
• Study the sounds of English and their symbols. Learn to recognize all the sounds. Recognition is important 
because it lets you learn pronunciation from spoken English. In order to learn the correct pronunciation of a 
word, you need to know what sounds you hear — for example, whether you just heard /dɒk/ or /dʌk/. You 
have to be able to tell the difference. 
• Learn about phonetic transcription and word stress. 
• Choose your pronunciation model: American or British. English pronunciation is unpredictable, so guessing 
the pronunciation of a word rarely works and can lead to bad habits. 
• You have to be a bit obsessive about checking the pronunciation of words, especially in the beginning. You 
should think of every word as a potential trap — not just the “difficult” words like determine or process. Basic 
English words like of, won’t, does or most can have very surprising pronunciations. 
CHECK THE PRONUNCIATION OF WORDS IN A DICTIONARY 
• When you’re speaking and you’re not 100% sure how to pronounce something, don’t guess — if possible, 
check the correct pronunciation before you say it. If not, then at least check it soon afterwards. 
• While you’re reading in English, keep asking yourself: “Do I know how this word is pronounced?”. If 
you’re not sure, look it up in a dictionary. This should happen very frequently when you’re a 
pronunciation beginner. 
• Listen and notice. Get some spoken input: TV, podcasts, movies, audiobooks, recordings in 
dictionaries, etc. When listening, pay attention to how sounds andwords are pronounced. Think 
about what sounds you hear. When you listen to non-native speakers, notice their mistakes. 
• Practice pronouncing words and phrases from time to time. Practice can take many forms. You can 
practice in a systematic way, or you can just repeat a couple words while you’re doing something 
else The important thing is to do it regularly. 
Good communication in English depends of proper pronunciation. Regional dialects can differ but clear 
pronunciation is paramount to making your message understood. Taking the time to learn phonics can assist you in 
acquiring a near native accent if English is not your first language. By listening and practicing the sounds of English 
words you can gain mastery over proper pronunciation. 
Proper pronunciation means reproducing the sound of the word through speech in such a way that any fluent 
speaker of the language would effortlessly know and understand the message. Improper pronunciation causes a 
breakdown in communication and requires more effort to understand. The meaning between the words like effect 
and affect are easily confused if the pronunciation is not clear. 
LET`S TRY!!! 
The bandage was wound around the wound. 
The farm was used to produce produce. 
The dump was so full that it had to refuse more refuse. 
We must polish the Polish furniture. 
He could lead if he would get the lead out. 
The soldier decided to desert his dessert in the desert. 
Since there is no time like the present, he thought it was time to present the present. 
A bass was painted on the head of the bass drum. 
When shot at, the dove dove into the bushes. 
I did not object to the object. 
The insurance was invalid for the invalid. 
There was a row among the oarsmen about how to row. 
They were too close to the door to close it. 
The buck does funny things when the does are present. 
A seamstress and a sewer fell down into the sewer. 
To help with planting, the farmer taught his sow to sow. 
The wind was too strong to wind the sail. 
After a number of injections my jaw got number. 
Upon seeing the tear in the painting I shed a tear. 
I had to subject the subject to a series of tests. 
How can I intimate this to my most intimate friend? 
A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a 
slough, he coughed and hiccoughed 
EXPRESSIONS OF PERSONNAL OPINIONS 
This lesson will deal with an important communicative function to provide success in oral interaction: personal 
opinion expressions. 
OPINION 
• View or judgement formed about something, not necessarily based on fact or knowledge: 
• Statement of advice by an expert on a professional matter. 
Expressing Opinions 
Just about everyone has an opinion about most things. We seek peoples opinions all the time. You may want to know 
a friend's opinion of a movie that you are thinking of seeing. A teacher may ask you your opinion of a homework 
assignment. A co-worker may want to know what you think of a job related suggestion to improve sales. An 
acquaintance may seek your opinion on a political candidate. There are several expressions that can be used when 
asking someone's opinion. Look at the examples below. 
To know how to give and receive opinions is a powerful tool to narrow personal and professional relationships and 
consequently learn more about the world. 
Although the topic OPINION seems to be very simple, as learners of a foreign language, we must take into account 
that it is not only a question of vocabulary, but also of culture. 
The many possibilities of expressing opinions that we have at our disposal may depend on how strong our opinion is 
supposed to be. 
What Constitutes High Quality Dialogue? 
• Consider using them in your next meeting, class, or everyday discussion to evaluate the quality of the 
dialogue. 
• Expressing opinions honestly in response to what others have said. 
• Participants acknowledge that they are expressing their own opinion, rather than expressing an opinion that 
is true for everyone. 
• Participants are able to relate a feeling or story to what has been said. 
• Participants express their opinions in a positive and constructive way. 
• Listening attentively to what others have said and responding empathetically. 
• Participants state in their own words the point of view of those who have a different opinion. 
Participants ask questions to get clarity about another point of view. 
• Participants make statements that recognize how other people feel. 
• Responding in ways that show an effort to understand others. 
• Participants respond to the insights of others with questions, agreements or respectful disagreement. 
• Participants do not try to convince others to change their point of view. 
• Responding in ways that show openness and a willingness to learn. 
• Participants identify and recognize their own assumptions. 
• Participants acknowledge any changes in their own points of view. 
• Participants state what they have learned from others. 
Dialog 1: Formal/Careful 
 
Sheila: So, let’s move on to the topic of release date. Gentlemen, when do you think we will be able to launch this 
product? Walt? 
 
Walt: Well, I tend to feel that... we should probably be able to start testing the product in April. That means that if all 
goes well, we can have a first release in May or June. 
 
Sheila: I see. Thank you Walt. What’s your reaction to that Bruce? 
 
Bruce: May or June...Well, from my point of view...that sounds about right. 
George: Excuse me, may I come in here? I wonder if I could say something? 
 
Sheila: Go ahead, George. What would you like to add? 
 
George: Well, it seems to me that May is much, much too early. Actually, we are still have some pretty major 
problems with bugs in the update engine, and I just don’t see how we will be able to... 
Asking for opinions - Giving opinions 
What do you think of (…. The Night Club for live entertainment?) 
I think (… it’s one of the best places in town). 
What is your opinion of (… the pizza at Pizza Hut?) 
In my opinion (…it’s not that good.) 
What is your attitude toward (… all the recent development in Thailand?) 
My attitude toward that is ( … I think it’s being over done.) 
Do you agree that (… Phuket is one of the best vacation spots in the world)? 
No, not really, (…it’s too hot most of the time). 
Are you in favor of (… legalized gambling)? 
Yes, I am. 
Do you oppose or favor (…a global currency)? 
I (…oppose it because…) 
Dialogue- Opinions 
Guest: What did you think of the Saxophone Restaurant in Patong? 
Staff: If you like jazz, it’s a very good place and the food is pretty good. 
Guest: In your opinion, do you think that my kids would like to go elephant trekking? 
Staff: Well, most children seem to enjoy it. 
Guest: Do you agree that Thailand should legalize gambling? 
Staff: Actually I do, I think it would generate more tourist dollars and income for the 
government. 
Staff: Even though Thai boxing is a Thai national sport, I personally think it’s savage 
and brutal. 
Dialogue 3 
Alice: What did you think of the movie, Peter? 
Peter: I thought it was boring. 
Alice: Really? I loved it. Why did you think it was boring? 
Peter: It was too predictable. You knew what would happen in the end. The same old thing- boy meets girl, boy fights 
with girl, boy marries girl. 
Peter: Did you like the sound track of the movie? 
Alice: No, I hated it. It was too loud and too hard rock for me. What did you think of it? 
Peter: I thought it was great, but then, I like hard rock. 
How to express opinion in English 
 
- in my view / in my opinion 
Normally you don’t say “in my point of view”. You simply say in his view / in my view / in their opinion etc 
- In my view, birds should not be kept in cages. 
- How important is it, in your view, that the twins should stay together? In myopinion, it's 
very important. 
If we want to use point of view, we would more often say from my point of view rather than according to my point of 
view. Both these expressions emphasize the position or angle you are judging the situation from: 
- From my point of view it makes no difference whether you return on Saturday night or Sunday morning. 
- From a political point of view, the agreement of the UN is extremely important. 
- From the point of view of safety, always wear a helmet when you are on the building site. 
- In my view, from my point of view, in my opinion are all fairly formal ways of expressing your opinion 
characteristic of written English. 
Less formal equivalents more characteristic of spoken English, include the following: 
- to my mind: to emphasise that this is your opinion 
reckon: usually to express an opinion about what Is likely to happen 
- feel: to express a strong personal opinion 
- if you ask me: to express an opinion that may be critical 
to be honest (with you): to express a critical opinion without seeming rude 
- as far as I'm concerned: to express an opinion that may be different from others' 
- To my mind the quality of their football is just not good enough. 
- I reckon it'll rain later today. Let's go tomorrow. 
- I feel she shouldn't be getting married so young. 
- If you ask me, it's unreasonable to pay for something which should be free. 
- To be honest (with you), I'm surprised you got into university with such low grades. 
- As far as I'm concerned, the matter is over and done with and we can now move forward. 
Formal writing and expressing opinions 
If you are required to write an essay in which you are asked to express an opinion (see below), 
useful alternatives to in my view include: 
I think that… 
It seems to me that… 
I would argue that… 
I do not believe that… 
I am unconvinced that… 
I do not agree that… 
How acceptable is it for wild animals to be kept in zoos? 
I believe that it is quite unacceptable for animals to be kept in zoos. It seems to me that when they are confined to a 
cage they never have enough room to move around. I would argue that it is kinder to allow a rare animal to die 
naturally in the wilds rather than to prolong its life artificially in a zoo. 
making concessions 
To achieve balance in any essay, it may be useful to incorporate opinions that are different from your own. Useful 
linking words and expressions include: 
Of course, many / some people argue… 
It is sometimes argued… 
Admittedly… 
While… 
It is sometimes argued that it is possible for conditions in the zoo to replicate the wild animal's natural habitat. While 
this may be feasible for smaller reptiles, it will never be possible, in my view, for the larger mammals which needs 
acres of space to roam around in. 
Clarifying an opinion: 
It may sometimes be necessary to explain a thought in greater detail. Useful linking expressions 
for doing this include: 
By this I mean… 
Here I'm referring to… 
To be more precise… 
That is to say…By spending money on confining wild animals to zoos, we are wasting resources. By this I mean there 
are more urgent economic problems to deal with: hospitals and schools should be our first priority. 
Expressing the need of clarifications 
• What do you mean by...? 
• Do you mean...? 
• In what way? How come? 
• Why do you say that? 
• What are you trying to say? 
• Could you say that again, please? 
• Could you repeat, please? 
• Could you clarify that, please? 
• Would you elaborate on that, please? 
• Could you be more explicit? 
• Could you explain what you mean by...? 
• Could you give us an example? 
• I wonder if you could say that in a different way. 
• Could you put it differently, please? 
• Could you be more specific, please? 
CONTEXTOS DO COTIDIANO 
Are you afraid of speaking English with native speakers? 
Has it ever happened to you feeling demotivated because you think you are unable to express yourself clearly in 
English? Can’t you carry on a conversation? 
When you hear native speakers, do you understand simple, everyday comments? No? So it’s time for you to stop to 
review some useful expressions. 
Dominance of personal resources of foreign language oral expression in different everyday contexts. 
A VERDADE é que se não nos sentimos capazes de interagir em contextos do cotidiano, em situações mais específicas 
tudo tende a se tornar mais complexo e frustrante. Por isso lhe aconselho a tentar a todo custo... 
Your mother language is the one you use to fight and the one you use to pray. 
“Everyday life is what a person does, feels, and thinks every day.Much of everyday life is automatic in that it is driven 
by current features of the environment as mediated by automatic cognitive processing of those features, without 
any mediation by conscious choice, saids” 
Among friends - Talking about School: 
A. Hey Celia, what time do you go to school? 
B. Hi, Zed. Humm… at 7am. -PERCEBA QUE A RESPOSTA NÃO SEGUE AQUELE PADRÃO: 
“I GO TO SCHOOL AT 7 am.” 
A. How do you go there? 
B. Either by bus or by dad’s car. not “I GO either by bus or by dad’s car.” 
A. Could you give me a ride, I mean, whenever you go by car? 
B. Of course! Not “YES, I COULD.” 
A. What grade are you in? 
B. The 8th grade. Not: “I AM IN…” 
A. Do you have fun at school? I mean, do you like it? 
B. Well, sometimes. Not so often. Not: “I sometimes have fun at school”. 
Note: DON’T and DOESN’T are more common than do not and does not. 
Deciding what to do: 
A. What do you wanna do today? 
B. I don’t know. 
A. We could play volleyball. 
B. No, it’s too hot. NOT “No, we couldn’t.” 
A. We could play soccer. 
B. No, it’s too hot for that too. 
A. Do you want to go swimming? 
B. That’s a cool idea. NOT: “YES, I DO.” 
Watching a movie: 
A. Are you ready to watch the movie? 
B. No, not yet. NOT: “NO, I’M NOT READY.” 
A. Why not? 
B. Because (or cuzi) something is missing. 
A. What’s missing? 
B. Popcorn! 
A. Give me a break! We can perfectly watch a movie without popcorn. 
B. Well, I can’t. 
- Talking about a new boyfriend 
A. Why is Anne so happy? 
B. Don’t you know? She has a new boyfriend. 
NOT: “BECAUSE…” 
A. What’s his name? 
B. His name is Juan. 
A. Where did she meet him? 
B. I think they met at the church. 
A. Is he Spanish? 
B. I’m quite sure. 
A. At the church? Nice place to get married. I am glad she is happy. 
B. Me too. 
 HOTEL 
Merlin: Good evening. 
You: Hello. We'd like a room for the night. 
 Merlin: Certainly. Would you like a single roomor a double room? 
You: A double room, please. 
 Merlin: Right. Smoking or non-smoking? 
You: Non-smoking. 
 Merlin: OK. Let's see. Room 42. That's on thesecond floor. 
You: All right. Do you offer breakfast? 
 Merlin: Yes. Continental breakfast is servedfrom 6 to 11 and it's included in the rate. 
You: Perfect. How much is it? 
 Merlin: $50, please. 
You: Do you accept credit cards? 
 Merlin: Yes, of course. Please fill in this form. 
You: Here you are. 
 Merlin: Thank you. Here's your key. If you need something, you can dial 100 tocall the reception. 
You: Thank you. Where's the lift? 
 Merlin: It's at the end of the hall. Enjoy your stay. 
SHOE SHOP 
Merlin: May I help you?ht andMerlin: 
You: Do you have these shoes insizeeight? 
 Merlin: Let me check. I'll be right back. 
You: Thanks. 
 Merlin: I'm sorry, sir, we only have in eiga half. Would you like to try them on? 
You: They are too big 
 Merlin: We only have your size in black. 
You: Yes, but in fact I was looking for thebrown ones 
 Merlin: I'm sorry. You can come back next week, we may have them by then. 
You: All right. Thank you anyway. 
 Merlin: You're welcome 
RESTAURANT I 
Merlin: Hello there. Ready to order? 
You: What do you recommend today? 
 Merlin: Today we have steak. 
You: That sounds good. 
 Merlin: And the soup ofthe day is very good too. 
You: We'd like a steak and a soup. 
 Merlin: Would you like a salad with your steak? 
You: Yes, please. 
 Merlin: OK. And to drink? 
You: A bottle of wine, please. 
 Merlin: Certainly. Do you prefer red wine? 
 You: Yes, that will be fine. 
 Merlin: All right. 
RESTAURANT II 
Merlin: Good evening. Are you ready to order? 
You: Yes, please. I'd like a salmon sandwich. 
 Merlin: OK. And what would you like to drink? 
You: White wine, please. 
 Merlin: Good choice. Anything else? 
You: That's all for now. Thank you. 
 Merlin: OK, your order will be ready in ten minutes. 
CLOTHES SHOP 
Merlin: Good morning. Can I help you? 
You: Yes, please. I'm looking for ashirt. 
 Merlin: Certainly. Which colour? 
You: Blue or green. 
 Merlin: And what size? 
You: Medium. 
 Merlin: We have these shirts on sale. 
You: How much are they? 
 Merlin: $20. 
You: May I try this one on? 
 Merlin: Sure. The dressing-room is rightthere 
APPOINTMENT WITH ADOCTOR 
 
Merlin: Hello. May I help you? 
You: I'd like an appointmentwith Dr. Steven. 
 Merlin: For when? 
You: Saturday morning. 
 Merlin: Can you come at 9o'clock? 
You: May I come later? 
 Merlin: How about 10 o'clock? 
You: Perfect. 
 Merlin: OK. Next Saturday at 10.What's your name? 
You: John Smith. 
AT THE DOCTOR’S 
Merlin: Good morning. 
You: Good morning, doctor. 
 Merlin: What can I do for you? 
You: I have a sore throat. 
 Merlin: Do you also sneeze a lot? 
You: Yes. 
 Merlin: Have you had a temperature? 
You: Yes. 
 Merlin: Well. Take this medicine everyeight hours. 
You: Thank you 
Some important everyday phrases in English 
"How are you?" is a little formal. 
 
People will often say the more informal: 
"How're you doing?" 
"How's it going?" 
or "How's everything?" 
 
They all mean pretty much the same thing really; the speaker wants to know if you're OK. 
 
You might also hear "What's happening?" or "What's up?" 
These questions are asking you about your activities now – "What are you doing?" 
"Thank you." 
 
Of course that's fine, but people will usually say "Thanks." You may also hear "Cheers," or "Ta" (especially in British 
English). 
"Gonna," "wanna," "coulda," "shoulda," "woulda," etc. 
 
Sometimes you will come across these in spoken English. 
 
They are shortened forms of "going to," "want to," "could have," "should have" and "would have." They can cause a 
lot of confusion among learners so listen out for them. Again, they are very informal. 
"Have a nice day!" 
 
You will also hear the more informal expressions, "see ya!" (see you), "take care," "later," and "bye bye" as often as 
"Goodbye.“ 
"Cool" is probably the most used word in the English language. 
 
If you can start using this naturally in your English speech you know you are making progress towards sounding like a 
native English speaker! 
Obviously these are all pretty general phrases and words but there are many more that are used in particular 
situations 
How can you start to increase your usage of natural English phrases? 
The most important thing is to listen. Listen to conversations between other people, listen to dialogue in movies, 
listen to radio talk shows. etc. 
 
A practical tip if you are living in a non-English speaking country: 
Put yourself a target for each movie/radio talk show you watch or listen to. 
 
For example: 
Put a target of learning one or two new useful phrases on the next English speaking movie you watch. 
Then, during the movie, remind yourself to put attention on the speech of the characters. 
Spot a phrase that is commonly used in the movie, and is also new to you. Write it down. 
Clarify fully what it means. Use it a few times in sentences of your own. And try to include it in your following English 
writing/speaking. 
This can be a great way to learn new phrases because you catch them in "real" life situations. You get to see and 
note down how it is used. This can be very helpful. 
 
If you hear a phrase and you aren't sure if it is formal, informal, or slang, the best thing to do is either to ask 
someone you trust, or check in a good dictionary. Many good dictionaries will tell you how formal a word or 
expression is. 
 
If the word is a swear word, the dictionary should tell you. It may have the abbreviation vulg (for "vulgar") next to the 
definition. You certainly don't want to start using swear words in a formal situation, so it's good to be careful! 
Grammar knowledge + vocabulary = being able to carry on a conversation 
con·ver·sa·tion 
Definition of CONVERSATION 
1 obsolete : conduct, behavior 
2 a (1) : oral exchange of sentiments, observations, opinions, or ideas (2) : an instance of such exchange : talk <a 
quietconversation>b : an informal discussion of an issue by representatives of governments, institutions, or 
groupsc : an exchange similar to conversation 
— con·ver·sa·tion·al adjective 
— con·ver·sa·tion·al·ly adverb 
Examples of CONVERSATION 
Do you remember our conversation about that new movie? 
We got into a long conversation about his behavior. 
They were engaged in a lengthy conversation about politics. 
The topic came up in conversation. 
They were so deep in conversation that they barely noticed me. 
He kept trying to engage me in conversation. 
She's skilled in the art of conversation. 
an interesting topic of conversation 
We had a conversation by e-mail. 
Origin of CONVERSATION 
Middle-English conversacioun, from Anglo-French conversacion, from Latin conversation-, conversatio, from 
conversari to associate with, frequentative of convertere to turn around 
First Known Use: 14th century 
It can be difficult for people learning a language to find a good way to start a conversation with someone they don’t 
know! 
Of course, talking to new people is important. Not only is it the best way to make new friends, it is also a great way 
to learn and practice using your English! 
Yet many students often find it very difficult to find the chance to talk to a local English speaker when they come to 
Australia or another English speaking country. 
It sounds strange in a way! In Australia, there are many people who speak English, but the students find it very hard 
to find anyone to talk to! 
Why? The answers include: they don’t know how to start a conversation, they are shy or nervous about their English 
and more! 
One of the hardest steps in learning a foreign language is finding the confidence to start a conversation. This is 
especially difficult when the other person is a native speaker. Here are some tips to help you break the ice. 
 
Opening lines 
The first step is to break the ice (start the conversation). You can introduce yourself with: "Hello, my name is..." or 
try a more relaxed approach like "Hi, I'm..." You can follow up your greeting with a simple question like "Where do 
you come from?" or a comment on the weather if you're outside, e.g. "It's really cold today isn't it?" 
It's a good idea to start with something easy and impersonal to help you build your confidence. The subject of 
weather is an easy one that everyone in the world is able to talk about! 
Suitable Topics 
A good way to keep a conversation going is to talk about something you've got in common. For example if you meet 
someone at a party, you could ask them how they know the host. Or if you're standing in line for the bus, you could 
sigh and say "Don't you just hate waiting in line!" 
After that, the best thing to do is to ask your new friend about him or herself: "Where do you work?" or"What do 
you like to do in your spare time?" are good questions when getting to know someone. Remember, everyone likes 
to talk about themselves! 
Appropriate Responses 
To keep a conversation going it's important to respond to what people say, for example "That must be 
interesting!" or "Really? I've never tried that." You could also repeat what theperson says and ask a follow-
up question, like "You lived in Paris? For how long?“ 
Listening Techniques 
Having a conversation in the 'real world' is always more challenging than talking in the classroom. But don't give up! 
Remember, you don't have to understand every word: concentrate on the words that you do understand instead of 
getting stuck on the ones you don't. 
Finally, don't forget to be polite, or you may 'put your foot in it' and say something embarrassing. Mistakes like these 
can end a conversation before they even start. 
Conversation Rules: 
• The speakers change turns in a cooperative way; 
• To be polite, generally each person speaks at a time; 
• The extent of the speakers’ contributions is variable and not predictable; 
• Usually, the content of a conversation is not previously specified. 
Openings and closings 
Do you know how to approach a person and open a conversation? Remember your mother tongue culture? Let’s see 
some tips (openings): 
Greetings 
Introduce yourself 
Ask them easy questions 
Ask them about themselves 
Tell them something surprising/funny 
NON-VERBAL OPENERS: 
 
Smiling – It helps establish a positive climate 
Open Posture – It communicates interest 
Shaking Hands – It establishes physical contact, facilitating involvement. 
Eye Contact – It communicates interest and attention. 
 
Nodding – It conveys attention and signals understanding on what the other person is saying. 
TO MAINTAIN the Conversation: 
Verbal Skills: 
Pay attention to what the other person is saying (the person’s profession, school matters, interests, hobbies, etc). 
You may ask related questions: 
EX.: “Do you like to work/study there?” 
At this point we may also have the so-called HESITATIONS: 
Examples: 
Hmm...; Erm…; Well…; You know…; The rest you can guess… 
Nonverbal skills: 
Continue to use the previous gestures: smiling, open posture, eye contact and nodding. 
Polite closings 
It's been nice talking to you. 
It's been great talking with you. 
I really enjoyed meeting you. 
(It was) nice meeting you, Mr. Brown. 
Sorry, but I have to go now. 
I'm afraid I have to leave now. 
Thanks for the information/your time. 
I really enjoyed talking with you 
Thanks for taking the time to talk with us. – VERY POLITE! 
I look forward to seeing you again. – VERY POLITE! 
Not so-polite closings (but not rude!) 
See you on/next Monday. 
Let me give you my card. 
Here's my e-mail/office number. 
Let's keep in touch by e-mail. 
We'll be in touch. 
Call me if you have any questions. 
Ok then… 
I think that's about it. I've nothing more to say about that. 
Are we done? 
That's enough about… for now. 
Right… 
Well, I suppose… 
Erm, I’m afraid… 
I’ll let you get back to your… (reading, cooking…) 
So… see you tomorrow. 
I’ll see you around. 
Goodness, is that the time! 
You know… I’ve gotta go now… 
Nonverbal Closings 
Break consistent eye contact. 
Look at a clock or watch 
Touch or handshake. 
Follow ups 
I'll send you an e-mail. 
I'll give you a call./ I’ll call you later. 
We'll send out that information soon. 
I'll have my assistant schedule an appointment. 
May you send me some more information? 
Could you contact me by e-mail/phone? 
How can I get in touch with you? 
E-mail me, k? 
DIALOGUE 1 
Jerry: What a beautiful summer's day! There's not a cloud in the sky.Fei: Hey, I have an idea. Let's go somewhere 
special. I can introduce you to my favorite place in Beijing. 
Jerry: Sure, I'd like to see that, but what is it exactly?Fei: You'll see when we get there. Come on, we can catch the 
107 bus across the street...(10 minutes later, Fei and Jerry arrive. They go for a walk.)Fei: Can you see all those 
people across the street?Jerry: Yes, they're all dancing. I like the Chinese style music, but they're doing Western style 
dancing. It seems a bit odd to me. Are we going to dance today? 
Fei: Not today - maybe when we get older! Look beyond the dancers. What do you see? 
Jerry: Hey, there's a little pond over there. It looks very pleasant in the middle of a big city. Let's go take a closer look. 
I never knew there was a pond in the middle of Beijing. 
Fei: Actually, there are SIX! They're all man-made. There are two ponds to the west of the Forbidden City called Nan 
Hai, which could be called South Pond and Zhong Hai, or Middle Pond. The government offices surround those 
Ponds, so they're not open to the public. To the north of those ponds is... 
Jerry: Let me guess. It must be North Pond! 
Fei: Good guess! You're right, it's Bei Hai or I suppose we could say North Pond. We could see Bei Hai if we went 
through that gate over there, but we would have to pay. We can walk around the other three for free. This one is 
called Qian Hai or Front Pond, then there's Hou Hai or Back Pond. Finally, beyond Hou Hai is... 
Jerry: Let me guess again. Is it Beyond Pond? 
Fei: Another good guess. But this time you're wrong! The sixth one is a bit to the west, so it's called Xi Hai or West 
Pond. 
Jerry: Those people on the water seem to be having fun. Can we rent a boat too? 
Fei: Sure, but I don't feel like it today. Let's do it another time. 
Jerry: Okay. What are those traditional style buildings on the other side of Qian Hai? 
Fei: Those are restaurants and coffee shops. We can go over there for a rest later if you want. 
Jerry: You know, I think this would be a good place to have a drink, especially on a Friday night after a long week at 
work. Too bad there aren't any bars here. Maybe we could open a bar here. Isn't that a great idea? 
Fei: Ha ha ha. Somebody beat you to that idea, Jerry. There are over 40 bars around Hou Hai! We'll go there some 
evening when you want to unwind, okay? 
DIALOGUE 2 
Fei: Jerry, do you remember that job interview I had a while ago?Jerry: Yes, you went to LMNOP Corporation, right? 
Fei: That's right. You have a good memory! They called me in for a second interview...Jerry: That's a good sign. It 
means they like you.Fei: Yes, I must have made a good impression on them.Jerry: How did the second interview 
go?Fei: I really prepared thoroughly for this one. I asked the interview a lot of tough questions about the company 
and the job, then I presented my ideas on how I would do the job. 
Jerry: What was their reaction? 
Fei: I think I really impressed them. They gave me a job right on the spot! 
Jerry: That's great! What will you be doing for them? 
Fei: I will have several duties to perform. The first is to organize meetings. Then I'll have to present plans to clients. 
Jerry: Do you mean that you will have to give speeches? 
Fei: Yes, something like that. I will give formal presentations. I have to admit, I'm a bit nervous about that. 
Jerry: I'm sure you'll do fine, as long as you prepare as well as you prepared for the interview. 
Fei: I'll have more to do than that. I'll also have to follow-up through email or on the telephone. I think I'm going to 
be very busy. Do you have any tips for me? 
Jerry: You'll have to learn how to manage your time well. 
Fei: How can I "manage" my time? 
Jerry: Well, the first thing you have to do is "prioritize". 
Fei: I know that "prior" means "before", but I can't figure out what "prioritize" means... 
Jerry: It means to decide what should come first. In other words, what are your most important tasks. You should 
spend most of your time on the most important projects. 
Fei: Oh yes, I've heard of that. Isn't there a rule, something like the 80-20 rule? 
Jerry: Exactly! Your most important projects will be about 20% of your total work, but they're so important that you 
should devote 80% of your time and effort to them. The other tasks aren't so important, so they can be put off til 
later. 
Fei: I see. I can't put off the most important jobs, so I have to be sure to get those done no matter what. 
Jerry: I'm sure you'll do just fine in your new job. When are you goingto start? 
Fei: In two weeks. I'm really excited about it! 
FT 
A habilidade da fala (speaking) é considerada como imprescindível no processo de aprendizagem de língua inglesa 
como língua estrangeira. Discuta de que forma esta habilidade pode lhe ajudar a adquirir fluência. 
 
As estratégias para prática de listening são utilizadas a fim de promover um aperfeiçoamento da fluência. Discuta a 
importância da prática constante da habilidade de listening para o aprendiz brasileiro de inglês como língua 
estrangeira. 
As práticas de listening e de speaking estão intimamente relacionadas, já que para pronunciarmos corretamente uma 
palavra precisamos, em primeiro lugar, ouvir a sua pronúncia correta. Mas falar Inglês não é somente reproduzir 
pronúncias: precisamos aprender a encadear corretamente as estruturas de um enunciado (sintaxe), e também para 
isso é fundamental desenvolvermos a habilidade de listening. Ao escutarmos enunciados em Inglês, assimilamos não 
apenas o sentido e a pronúncia de cada palavra em separado, mas o significado que as palavras adquirem em 
conjunto. A fluência, desse modo, é adquirida através de uma escuta atenta, analítica (listening), que nos permite 
produzir com maior velocidade e eficácia os nossos próprios enunciados (speaking). 
Uma comunicação eficaz depende necessariamente da fala (speaking) e da escuta (listening). Praticar essas duas 
habilidades é extremamente importante para se adquirir fluência, pois uma está ligada à outra. É como disse a aluna 
Renata M. Moutinho, pra se pronunciar corretamente uma palavra deve-se primeiro ouvir a pronúncia correta da 
mesma. 
Como dito acima, falar bem requer escutar bem. Daí a importância de os aprendizes brasileiros praticarem a 
habilidade do listening. Um bom ouvinte será bem compreendido e dará a chance ao outro de se expressar, fluindo 
assim a comunicação. 
Com certeza, como disse a Renata, as práticas de listening e de speaking estão relacionadas. Somente através de 
uma boa e atenta escuta pode se entender e ser entendido corretamente. Porém são as habilidades mais difíceis de 
praticar por exigirem muito esforço e atenção, contudo não é impossível. A partir do momento em que eu procuro 
praticar o listening, automaticamente eu aprendo gramática e consequentemente vou ter mais facilidade para falar 
(speaking). 
Partindo do princípio que as interações orais fazem parte do cotidiano do falante de qualquer idioma, discuta o papel 
preponderante que elas exercem durante o processo de comunicação em línguas estrangeiras. 
 
Entender a importância do contexto no processo de seleção de palavras e possuir um vasto conhecimento de 
vocabulário auxilia a aquisição de uma língua estrangeira. Discuta DE QUE MANEIRA o professor de inglês como 
língua estrangeira pode contribuir com a aprendizagem de seus alunos, utilizando-se desses subsídios. 
 A interação oral é a principal forma de interação humana. No aprendizado de línguas estrangeiras a fala tem suma 
importância, uma vez que esta é a base para a comunicação. Sendo assim, o professor de inglês deve estimular seus 
alunos a comunicarem-se oralmente afim de aperfeiçoar o idioma trabalhado e além da promoção da interação 
social, o objetivo é também diminuir o constragimento e a tão conhecida "vergonha" de falar outro idioma que não 
seja a língua materna. E de que maneira esse processo se daria? Um exemplo seria diálogos em duplas, para que não 
fique apenas um aluno em foco ocasionando assim ainda mais constrangimento. 
A fala tem seu papel indispensável em nosso meio de comunicação, assim sendo, a mesma se manifesta em todos os 
idiomas existentes. Deste modo, as interações orais são essenciais para a aprendizagem bem como para a 
comunicação em uma língua estrangeira. Mas, obviamente, a fala não se define ou resume em uma junção de 
quaisquer palavras. Claro que um vocabulário rico é um grande aliado da fala no que tange a língua estrangeira, mas 
deve ser bem utilizado, principalmente no que se diz respeito a contexto; devemos saber elaborar nossas palavras, 
nosso vocabulário bem como nosso conhecimento de mundo para que possamos nos comunicar e nos expressar 
corretamente, de acordo com o contexto, ou seja, saber nos expressar sem fugir ou divagar da situação e do assunto 
em que nos encontramos discutindo, para que não acabemos sendo mal compreendidos. Com tudo isso em mente, o 
professor de língua estrangeira deve utilizar-se sempre de meios que chamem a atenção do aluno ao contexto, de 
modo que ele entenda que a compreensão do outro depende de uma boa elaboração de palavras sempre de acordo 
com o contexto, ou seja, como falamos: de acordo com o assunto e a situação de que se trata o diálogo. Ao se ler um 
texto com a classe, por exemplo, pode-se enfatizar as partes mais relevantes do mesmo, fazendo pausas para dar 
pequenas explicações sobre o texto. Deste modo, será mais facilmente encucado nos alunos a importância do 
contexto daquela leitura e que deverão respeitá-lo na hora de discutir sobre a mesma com os colegas de turma em 
um exercício de conversação, por exemplo. 
Através da oralidade se expressa e comunica-se o pensamento humano, ou seja, as pessoas fazem uso da língua para 
expressar o que sentem e o que pensam. 
Concordo com a Manoelle, fazer uso de um vasto vocabulário somente não basta. É preciso saber selecionar as 
palavras dentro do contexto para não distorcer a qualidade da fala e ser compreendido claramente. Para isso o 
professor contribui primeiramente com a motivação, um aluno motivado é capaz de buscar meios complementares 
aos apresentados nas aulas para praticar mais, além de trabalhar diversas formas possíveis de dizer uma coisa com 
situações cotidianas como lembrou muito bem a Renata. 
As expressões idiomáticas ocupam um grande espaço na comunicação verbal oral. Discuta as dificuldades 
vivenciadas por você enquanto aprendiz brasileiro de inglês como língua estrangeira. 
 
A necessidade de uma pronúncia correta no processo de comunicação verbal é fato. Discuta a importância desse 
conhecimento dada a diferença de estrutura lingüística entre as línguas inglesa e portuguesa. 
When we are seeking fluency in English we must be aware that we aren't supposed to learn words separately and 
then just put them together in order to communicate. The "expressions" are really important when we want to be 
understood and to express ourselves correctly. I still find myself in doubt sometimes for knowing the right way to say 
what I mean.To solve this issue, we must practice and be always willing to learn something new each day. Even 
though pronunciation is not an easy thing too, the only way to get over it is also practicing, exercises like listening 
and repeating can be good to improve one's pronunciation.It's really a hard time for some people, because it's just so 
different from Portuguese, as well as expressions. 
Since the first beginning, as a learner of English, I always had some difficulty with idioms, because I always gave much 
importance to them. That's because I used to practice watching movies and listening to many songs often, and it 
annoyed me to hear expressions which, to me, did not make any sense. I had (and I'm still trying to) get used to the 
idea that custom and practice bring the ability with idioms as time runs. About good pronounciation, I think people 
who have a poor pronunciation can cause a negative first impression. People who cannot pronounce English properly 
are often thought of as less literate or intelligent, what not always is true. But we have to do our best to improve our 
English, because we can't just try to compare it with Portuguese, it will only make things worse, because we know 
Protuguese is pretty different from English when we talk about grammar and, of course, about 
pronounciation! Actually, pronounciation is the part which makes Portuguese and English more different from each 
other in my opinion, andwe truely have to pay attention to that, to avoid making mistakes or being poorly 
understood when we decide to talk. 
In my opinion idioms and slangs are the most difficult to understand due to English translation word by word doesn't 
make sense for us, English learners, because they often involve a cultural sense as well as in Portuguese. Although 
they are widely used by natives, I’m not used to see them in my studies. I know that I need to get more familiar with 
them, perhaps it occur because I don't use them as I should. 
I think that the differences between Portuguese and English aren’t so deeply because the common origins: the Greek 
culture, the Roman Empire and its language, the Christianity… Really a correct pronunciation is due to intense 
contact with the oral language, It's so important the teacher should have a good pronunciation for the students can 
learn properly. It’s true that our mother tongue will influence phonologically, but the dominion over the spoken 
language begins with the oral understanding, and this begins with the recognition of words contained in an oral 
production. 
 Right, Michelly! 
From your ideas, I take adantage to say that we have some problems while studying English (beyond time to 
practice): teachers with a correct pronunciation and coursebooks which reflect and prupose this approach. 
Many English courses take teachers who are not qualified enough, only to pay low salaries... And coursebooks 
generally do not emphasize idioms or pronunciation... Why? Maybe because it's more difficult to be dealt than 
'supperficial' grammar... 
 
Dentre os tipos de interações orais em inglês, os comentários do cotidiano geralmente apresentam a maior 
incidência. Discuta a função de comuns atos de fala/diálogos presentes nas interações em língua inglesa e como eles 
se revelam um recurso na prática de produção oral para aprendizes brasileiros. 
 
As estratégias de conversação são essenciais no processo de aperfeiçoamento da habilidade de engajamento no 
discurso oral em inglês. Discuta como o professor de língua inglesa pode auxiliar nesse processo de forma 
apropriada. 
Speaking in English about common things that happen on a daily basis is a good way to practice the language. When 
the students come into the class it's a nice thing to stimulate them to say 'good morning/afternoon...' , and also 
when they have a doubt questions like 'what's the meaning of this?' or even say 'sorry teacher, I didn't understand' 
can be applied. Asking to go to the bathroom, drink water, or when they borrow something of a classmate can be 
done in English. A teacher must give examples, try to communicate as much as possible in English, so, this way the 
students will feel motivated and they'll soon enjoy trying to speak each time less in Portuguese and practice with no 
shame the new language. Presenting this new idea in the routine should be a nice thing, something the learners will 
actually appreciate doing, and not an obligation. 
Assuming that the language which everyone wants to learn is that the natives wear and not what someone else 
thinks they should use, practicing dialogs and all sorts of speech related interaction is essential for students of 
English because they really are the most important, the most used whether on the phone, in person or in informal 
texts. As in Portuguese: we haven't heard many people with an elaborate language talking and interacting on the 
streets. To encourage the practice of short dialogues, students gain confidence in speaking and draw up texts ever 
larger thus expanding your vocabulary and improve pronunciation. We should always encourage this with pair works, 
simulations... 
Excellent ideas, Michelly! 
Which resources do you think teachers need to make use to help beginners?