domingo, 26 de junho de 2011
Newspaper Headlines - 1st Grade - EM
Newspaper Headlines
Hand in several different headlines from different newspapers in English and ask students to identify the main characteristics of a newspaper headlines.
After discussion present the following activities that can be done in order to familiarize them your students with the new genre: Newspaper
1) Match the headlines and to the sections they belong to:
a) Child sexual abuse cases rising in the country.
b) North Korea fires on South Korea.
c) Brazil president denies World Cup delays.
d) Rivers run dry as drought hits Amazon
e) Obamas reflect on life in White House
( ) International News
( ) International News
( ) Sports
( ) Local News
( ) Politics
Key: b-e-c-a-c
2) Mark T (True) or False (False):
Newspaper headlines...
a) are concise and direct ( )
b) include extra adjectives and adverbs to characterize the news story ( )
c) Are written in the present ( )
d) bring only enough information to give an impression of the entire story ( )
e) bring details about the news story ( )
f) always bring the full name of the people they refer to ( )
Key: a) T - b) F - c) T - d) T - e) F- f) F
3) WRITING
GROUP WORK:
GROUP WORK:
Form a group of four and the group will write headlines for your newspaper.
Each group will be responsible for a section (sports, entertainment, local news....)
Reference
Secretaria da Educação do Estado de São Paulo- Caderno do aluno - EM 1a. série-volume2-2009
sábado, 25 de junho de 2011
Chocolate Cake Recipe
Devil's Food Cake (Chocolate Layer Cake)
1 teaspoon of vanilla extract
3 egg whites
1. Preheat the oven to moderate (175º C/ 350º F) Have the ingredients at room temperature.
2. Resift the flour with the baking soda, salt and cocoa.
3. In a large bowl, beat the butter until soft. Gradually add the white sugar. Add the flour to the butter mixture in 3 parts, alternating with the water, milk and vanilla. Stir the batter until smooth after each addition.
4. Whip the egg whites until stiff but not dry. Fold them lightly into the cake batter. Bake in 2 greased medium-sized pans for about 25 minutes. Spread, when cool, with Chocolate Fudge Icing, placing one cake on top of the other with a layer of icing between them.
Note: If powdered chocolate is used instead of unsweetened cocoa, use much less sugar.
Chocolate Fudge (Chocolate Candy)
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2 cups of sifted flour
1 teaspoon of baking soda
1/2 teaspoon of salt
10 tablespoons (1/2 cup + 2 tablespoons) of unsweetened cocoa
1/2 cup (150 grams) of butter
1 cup of sifted white sugar
3 egg yolks
1 cup of brown sugar
1 cup of milk1 teaspoon of vanilla extract
3 egg whites
1. Preheat the oven to moderate (175º C/ 350º F) Have the ingredients at room temperature.
2. Resift the flour with the baking soda, salt and cocoa.
3. In a large bowl, beat the butter until soft. Gradually add the white sugar. Add the flour to the butter mixture in 3 parts, alternating with the water, milk and vanilla. Stir the batter until smooth after each addition.
4. Whip the egg whites until stiff but not dry. Fold them lightly into the cake batter. Bake in 2 greased medium-sized pans for about 25 minutes. Spread, when cool, with Chocolate Fudge Icing, placing one cake on top of the other with a layer of icing between them.
Note: If powdered chocolate is used instead of unsweetened cocoa, use much less sugar.
Chocolate Fudge (Chocolate Candy)
1 cup (minus 2 tablespoons) of whole milk
2 cups of white sugar
A pinch of salt
6 tablespoons of cocoa (unsweetened chocolate powder)
4 to 6 tablespoons (50 – 75 grams) of butter, in two portions
1 teaspoons of vanilla extract
½ to 1 cup of nut meats, broken (optional)
1. Bring the milk to a boil in a large, heavy saucepan. Remove from the heat and remove any “skin” that may have formed. Mix in the sugar, Salt, cocoa, and 2 tablespoons of the butter, stirring until dissolved. Return to a boil and simmer, covered, 2 to 3 minutes until any crystals that may have formed are washed down from the sides of the pan. Uncover and cook a little more. With a wooden spoon, stir just enough to keep the Fudge from burning.
2. Cook to the soft stage (115ºC /238ºF if you have a candy thermometer). To test for the soft ball stage, drop about ½ teaspoon of the candy into a glass of ice water. It forms a ball that can just be picked up, but will collapse when removed from the water. Use fresh water for each testing. When testing the fudge, remove the post for the heat to avoid bringing it to the next stage of crystallization.
3. Remove from the heat without stirring and let cool enough so that the bottom of the pot can be handled comfortably (45ºC/ 110ºF). Add the remaining 2 to 4 tablespoons of the butter and beat the Fudge. Add the vanilla and beat vigorously until it is a good consistency to spread. Add the nuts, if desired.
Klie, Virginia, in: Not just hamburgers! - Aprenda inglês com as melhores receitas da cozinha americana, São Paulo, Disal, 2003.
quinta-feira, 23 de junho de 2011
USEFUL LINKS
Videoteca da Rede do Saber
http://www.rededosaber.sp.gov.br/
The free dictionary
www.thefreedictionary.com
http://www.newseum.org/todaysfrontpages/flash/default.asp
Site da Mônica in English
http://www.monica.com.br/ingles/index.htm
BBC
www.britshcouncil.org/br/brasil.htm
APLIESP
www.apliesp.org.br
http://www.languageguide.org/index.jsp
Comunidade de Aprendizagem de Línguas
http://www.livemocha.com/
CEL teachers http://www.celteachers.blogspot.com/
Miriam
terça-feira, 21 de junho de 2011
IF I WERE YOU - ELISABETH PRESCHER
If I were you
I would love me.
I’d look at me
And talk to me just tenderly,
If I were you.
If I were you
I would not rush out of my side
I’d not mind the time
I’d have my picture in your heart
If I were you.
If I were you
I would not leave before saying ‘Good Morning”
Nor sleep before saying ‘Good Night’
I’d keep me in night dreams and by daylight
If I were you
But, I’m not you.
And you are not me
And, for you, I’m now
Nothing but a passer-by
Just a passer-by…
I would love me.
I’d look at me
And talk to me just tenderly,
If I were you.
If I were you
I would not rush out of my side
I’d not mind the time
I’d have my picture in your heart
If I were you.
If I were you
I would not leave before saying ‘Good Morning”
Nor sleep before saying ‘Good Night’
I’d keep me in night dreams and by daylight
If I were you
But, I’m not you.
And you are not me
And, for you, I’m now
Nothing but a passer-by
Just a passer-by…
quinta-feira, 16 de junho de 2011
quarta-feira, 15 de junho de 2011
Impressionism
IMPRESSIONISM
"Merely think, here is a little square of blue, here an oblong of pink, here a streak of yellow, and paint it just as it looks to you." Claude Monet
What is Impressionism?
Impressionist painters strove to break away from the traditional rules of subject matter, technique, and composition in painting, and created their own, unique style.
Subjects of Impressionist Paintings
Scenes from Everyday Life
Unlike conservative painters who focused on portraying dramatic, often historical scenes of idealized beauty and moral or religious meaning, the Impressionists chose ordinary scenes from everyday life as the subject matter of their work. They put emphasis on capturing reality and depicting what they saw at a given moment.
Nature
Nature was elevated to become the subject of the painting, rather than a backdrop for another scene, as was the case in traditional art. In painting landscapes, the Impressionists tried to put on canvas what they saw in front of them, without idealization. They often made a seemingly ordinary part of nature (a riverside path, a field of haystacks) the focal point of their work.
Camille Pissarro: Pommiers en Fleurs, Eragny
People
Impressionist artists were interested in portraying people in everyday, informal situations: the middle class during leisure time activities in gardens, parks, or at the seaside, and workmen or rural people at work. One novelty of people portraits was the introduction of nudes who, "at the time, ... were an acceptable subject in allegorical or historical paintings, but not in scenes of everyday life."*
Pierre Renoir: Oarsmen at Chatou
Paris
With the 19th century Industrial Revolution and the reconstruction of Paris into a modern city, the city scene became one of the Impressionists' favorite subjects: "women wearing the latest fashions, the airy new streets and suburbs of Paris, modern modes of transportation ..., and the riverside and seacoast resorts where Parisians spent their leisure time."*
Gustave Caillebotte: Paris, a Rainy Day, 1877
Still Life
Painting still life allowed the Impressionists to experiment with the depiction of changing light and to study the effects of light and shadow on the look of ordinary objects.
Paul Cézanne: Natura Morta Con Tenda
Impressionist Technique
Color
The Impressionists distanced themselves from the somber tones of earlier paintings. They generally avoided the use of black and earth colors and instead used light, vibrant colors to give their paintings luminosity and to capture the changing effect of sunlight on the scenes they painted. Bright, contrasting colors were put onto the canvas one next to or on top of each other, often without prior mixing or subsequent blending.
Brush Work
In order to convey the movement and changing nature of a passing moment, the Impressionists used quick, broken brushstrokes that were left without any further smoothing. This method allows the viewer to clearly see the traces of the brush and gives impressionist paintings an unfinished appearance. The Impressionists worked quickly, sometimes in one sitting, in order to capture the fleeting moment and to give their work a spontaneous feel.
Locale
Impressionist painters often worked outdoors, not in a studio, to be in close touch with nature and to be able to directly observe the effects of changing sunlight, weather and movement.
Composition
The Impressionists broke the traditional rules of composition and opened their style to experimenting. In their attempts to capture a given moment, they omitted detail in favor of the overall effect of the painting. They looked at their subjects from unusual angles and often cropped or framed their work in a way that was new to painting. A scene is often captured as if in passing or through the lens of a camera (a new invention at the time that enabled the Impressionists to study movement and gesture in real-life situations).
Edgar Degas: Blue Dancers
Sources:http://www.impressionism.info/info.html
What is Impressionism?
Impressionist painters strove to break away from the traditional rules of subject matter, technique, and composition in painting, and created their own, unique style.
Subjects of Impressionist Paintings
Scenes from Everyday Life
Unlike conservative painters who focused on portraying dramatic, often historical scenes of idealized beauty and moral or religious meaning, the Impressionists chose ordinary scenes from everyday life as the subject matter of their work. They put emphasis on capturing reality and depicting what they saw at a given moment.
Nature
Nature was elevated to become the subject of the painting, rather than a backdrop for another scene, as was the case in traditional art. In painting landscapes, the Impressionists tried to put on canvas what they saw in front of them, without idealization. They often made a seemingly ordinary part of nature (a riverside path, a field of haystacks) the focal point of their work.
Camille Pissarro: Pommiers en Fleurs, Eragny
People
Impressionist artists were interested in portraying people in everyday, informal situations: the middle class during leisure time activities in gardens, parks, or at the seaside, and workmen or rural people at work. One novelty of people portraits was the introduction of nudes who, "at the time, ... were an acceptable subject in allegorical or historical paintings, but not in scenes of everyday life."*
Pierre Renoir: Oarsmen at Chatou
Paris
With the 19th century Industrial Revolution and the reconstruction of Paris into a modern city, the city scene became one of the Impressionists' favorite subjects: "women wearing the latest fashions, the airy new streets and suburbs of Paris, modern modes of transportation ..., and the riverside and seacoast resorts where Parisians spent their leisure time."*
Gustave Caillebotte: Paris, a Rainy Day, 1877
Still Life
Painting still life allowed the Impressionists to experiment with the depiction of changing light and to study the effects of light and shadow on the look of ordinary objects.
Paul Cézanne: Natura Morta Con Tenda
Impressionist Technique
Color
The Impressionists distanced themselves from the somber tones of earlier paintings. They generally avoided the use of black and earth colors and instead used light, vibrant colors to give their paintings luminosity and to capture the changing effect of sunlight on the scenes they painted. Bright, contrasting colors were put onto the canvas one next to or on top of each other, often without prior mixing or subsequent blending.
Brush Work
In order to convey the movement and changing nature of a passing moment, the Impressionists used quick, broken brushstrokes that were left without any further smoothing. This method allows the viewer to clearly see the traces of the brush and gives impressionist paintings an unfinished appearance. The Impressionists worked quickly, sometimes in one sitting, in order to capture the fleeting moment and to give their work a spontaneous feel.
Locale
Impressionist painters often worked outdoors, not in a studio, to be in close touch with nature and to be able to directly observe the effects of changing sunlight, weather and movement.
Composition
The Impressionists broke the traditional rules of composition and opened their style to experimenting. In their attempts to capture a given moment, they omitted detail in favor of the overall effect of the painting. They looked at their subjects from unusual angles and often cropped or framed their work in a way that was new to painting. A scene is often captured as if in passing or through the lens of a camera (a new invention at the time that enabled the Impressionists to study movement and gesture in real-life situations).
Edgar Degas: Blue Dancers
Sources:http://www.impressionism.info/info.html
Vincent Van Gogh - Sunflowers
Vincent van Gogh: Sunflowers
A Brief Understanding of the Sunflower Paintings.
There are pieces of artwork drifting through galleries around the world that have become nearly synonymous with the artists name and techniques. The various paintings of Sunflowers and Vincent van Gogh are a perfect example of this. Not only can one make a mental connection between the artists name and painting but also between the artist and their influence on the development of art through these paintings. Vincent van Gogh's Sunflower paintings have been duplicated many times by various artists (although never reaching the vivacity and intensity of Van Gogh's) and displayed everywhere; from households to art expos.
domingo, 12 de junho de 2011
Group Activity - 2º EM - What’s my sign?
What’s my sign? (Barbara Mills)
Purpose: To help students think about certain aspects of the personalities of their classmates.
Linguistic: To practice asking questions and use of adjectives.
Size of the group: Five
Materials needed: Handouts containing general horoscope for each sign of the Zodiac in English.
Procedures: Allow students read the descriptions in their handouts.
1. Students try to discover the sign of each member of the group asking questions as follows:
“Are you sentimental?”
“No, I am not sentimental, but I am romantic”
“Do you have artistic talent?”
“Yes, I have artistic talent.”
2. The group continues rotating the focus person until everyone has been questioned.
Purpose: To help students think about certain aspects of the personalities of their classmates.
Linguistic: To practice asking questions and use of adjectives.
Size of the group: Five
Materials needed: Handouts containing general horoscope for each sign of the Zodiac in English.
Procedures: Allow students read the descriptions in their handouts.
1. Students try to discover the sign of each member of the group asking questions as follows:
“Are you sentimental?”
“No, I am not sentimental, but I am romantic”
“Do you have artistic talent?”
“Yes, I have artistic talent.”
2. The group continues rotating the focus person until everyone has been questioned.
PUNCTUATION IS EVERYTHING
"A woman without her man is nothing"
On the blackboard and directed the
students to punctuate it correctly.
The men wrote: "A woman, without her man, is nothing."
The women wrote: "A woman: without her, man is nothing."
Punctuation is everything!
Free ELT Resources and some Sample Activities
Office of English Language Programs
www.englishprograms.state.gov
Maria Snarski- Regional English Language Officer (U.S. Department of State)
English Teaching Forum
www.forum.state.gov
Celebrate! Holidays in the U.S.A.
http://exchanges.state.gov/englishteaching/resources-et/celebrate.html
Shaping the Way We Teach English
http://exchanges.state.gov/englishteaching/resforteach/pubcat/teach-res-mat/teachtech/shapingway.html
The Lighter Side of TEFL
http://exchanges.state.gov/englishteaching/resforteach/pubcat/teach-res-mat/teachtech/ls-tefl.html
Sing Out Loud: Traditional Songs
http://exchanges.state.gov/englishteaching/resforteach/pubcat/classtext/iskills
/solts.html
Sing Out Loud: Children’s Songs
http://exchanges.state.gov/englishteaching/resforteach/pubcat/classtext/iskills/
solcs.html
www.englishprograms.state.gov
Maria Snarski- Regional English Language Officer (U.S. Department of State)
English Teaching Forum
www.forum.state.gov
Celebrate! Holidays in the U.S.A.
http://exchanges.state.gov/englishteaching/resources-et/celebrate.html
Shaping the Way We Teach English
http://exchanges.state.gov/englishteaching/resforteach/pubcat/teach-res-mat/teachtech/shapingway.html
The Lighter Side of TEFL
http://exchanges.state.gov/englishteaching/resforteach/pubcat/teach-res-mat/teachtech/ls-tefl.html
Sing Out Loud: Traditional Songs
http://exchanges.state.gov/englishteaching/resforteach/pubcat/classtext/iskills
/solts.html
Sing Out Loud: Children’s Songs
http://exchanges.state.gov/englishteaching/resforteach/pubcat/classtext/iskills/
solcs.html
Drawing after watching a video clip
The teacher selects a song according to the purpose of the class.
Steps:
1. Distribute the lyric of the chosen song to the class;
2. Ask students to read the lyric and ask some questions such as:
•Is the song optimist or pessimist, why?
•What is the main idea of the song?
•What does the composer intend to show the listener of his song?
3. Show the video clip as many times as necessary;
4. Distribute some sheets of paper and ask students to select some verses of the song in order to make some drawings based on them;
5. Each student will show his/her production in order to check if all the verses of the song were drawn;
6. Finally the teacher plays the song again while students show their production according to the sequecence of the song. They had created a video clip to a song.
Steps:
1. Distribute the lyric of the chosen song to the class;
2. Ask students to read the lyric and ask some questions such as:
•Is the song optimist or pessimist, why?
•What is the main idea of the song?
•What does the composer intend to show the listener of his song?
3. Show the video clip as many times as necessary;
4. Distribute some sheets of paper and ask students to select some verses of the song in order to make some drawings based on them;
5. Each student will show his/her production in order to check if all the verses of the song were drawn;
6. Finally the teacher plays the song again while students show their production according to the sequecence of the song. They had created a video clip to a song.
Internetês INTERNETÊS EM INGLÊS: DESVENDE O MISTÉRIO
INTERNETÊS EM INGLÊS: DESVENDE O MISTÉRIO
[by Flávia Serrano]
Como todos bem sabem, nós estamos constantemente aperfeiçoando nossos meios de comunicação. Hoje em dia, nos comunicamos com nossos amigos, familiares, colegas de trabalho via internet. Neste meio, as principais ferramentas são o Messenger (MSN), o Skype, o Gtalk, entre outros.
Devido a internet, a forma de nos comunicarmos também se adaptou (e se adapta a cada dia) aos novos tempos e tecnologias. Assim, sempre acabam surgindo vários “CÓDIGOS” utilizados em conversas online que torna a comunicação muito mais rápida.
Além disto, é comum ainda conversarmos pelo computador com 4 ou 5 ao mesmo tempo, daí a necessidade de escrevermos rápido. Logo, a necessidade de criarmos um modo de digitar menos e ser mais rápido diante do computador.
Abaixo você verá um chat entre dois amigos via Messenger (MSN). Você consegue entender o que estão dizendo?
• Bob: Hey I’m HPY to meet U here! How R U?
• MARY: I´m GR8!!! Nice 2 talk 2 U2… Let´s have dinner 2NITE to celebrate my BDY. I won’t have a party, just a DNR and UR invited!
• Bob: Sure! THX! W8 a minute, didn’t you get my MSG? I sent you a nice BDY card by e-mail.
• MARY: SRY, I didn’t remember 2 check my MSGs last NITE. I’ll do it 2NITE.
• Bob: Ok. SRY but I need 2 go. I C U!
• MARY: OK… I C U!! TC…
Para ficar mais claro as abreviações usadas acima e constantemente usadas são:
• HPY = happy (feliz)
• U = you (você)
• R = are (está, estamos, estão – depende do pronome)
• GR8 = great (bem, ótimo)
• 2 = to (vários significados), two (dois, duas), too (também)
• 2nite = tonight (hoje a noite, esta noite)
• BDY = birthday (aniversário)
• DNR = dinner (jantar)
• THX = thanks (o mesmo que vlw, valeu – obgd, obrigado)
• W8 = wait (espera)
• MSG = message
• SRY = sorry (desculpa, foi mal)
• NITE = night (noite)
• I C U = I see you (te vejo mais tarde, até mais)
• TC = Take care (te cuida)
A LINGUAGEM DA INTERNET E DOS TORPEDOS EM INGLÊS
Agora vamos dividir com vocês um pouco da linguagem usada na INTERNET, algumas das abreviações mais comuns em inglês quando a comunicação é através do Messenger, ou quando enviamos torpedos pelo celular, ou qualquer outro site de relacionamento na rede.
Esta nova linguagem, conhecida como “lingo” ou “netlingo”, é formada por abreviações (ABBREVIATIONS) ou acrônimos (ACRONYMS). Muita gente acha que abreviações e acrônimos são a mesma coisa. Na verdade, há uma diferença entre elas. Podemos dizer que todo acrônimo é uma abreviação, mas nem toda abreviação é um acrônimo. A diferença é que todo acrônimo é usado como se fosse uma palavra normal. Por exemplo, NASA não é pronunciada letra por letra. Nós dizemos NASA como se fosse uma palavra mesmo. Portanto, NASA é um acrônimo cujas letras representam National Aeronautics and Space Administration.
Um exemplo de abreviação que não é um acrônimo é FBI, pois nós pronunciamos letra por letra ‘ÉFE, BÊ, I‘. Outros exemplos são CNN, BBC e MSN. Mas estamos aqui para falar das abreviações usadas na internet, então veja abaixo a lista que preparei para vocês. Elas são bastante usadas, principalmente por adolescentes e jovens, para enviar e receber mensagens na rede e no celular:
• AFK – away from keyboard
• ASAP – as soon as possible
• B – be
• BBL – be back later
• BRB – be right back
• BBS – be back soon
• B4 – before
• B4N – bye for now
• BF – boyfriend
• C – see
• CU – see you
• CUL – see you later
• EZ – easy
• FYI – for your information
• GF – girlfriend
• G2G – got to go
• G2CU – good to see you
• GR8 – great!
• H8 – hate
• HRU – how are you?
• IC – I see
• IMO – in my opinion
• IMHO – in my humble opinion
• JK – just kidding
• JJ – just joking
• LOL – laughing out loud!
• L8 – late
• L8R – later
• LUV – love
• MSG – message
• NVM – never mind
• NO1 – no one
• N1 – nice one
• NE1 – anyone
• NM – nothing much ou never mind
• NP – No problem
• OMG – oh, my god!
• OXOX – hugs and kisses
• PLZ – please
• QT – cutie
• RUOK – Are you OK?
• ROTFL ou ROFL – rolling on the floor laughing
• SUM1 – someone
• SRY – sorry
• THX ou THNX – thanks
• THNQ ou TY – thank you
• TTYL ou T2UL8R – talk to you later
• TC – take care
• TXT – text
• 2 – to, two, too
• 2DAY – today
• 2MORO – tomorrow
• 2NITE – tonight
• U – you
• UR – you’re, your
• UW – you’re welcome
• U2 – you too?
• WRUF – where are you from?
• WU – What’s up?
• WAN2 – want to
• W8 – wait
• X – kiss
• ZZZ – sleeping, bored ou tired
Agora, imagine que você recebeu a seguinte mensagem de torpedo: HI… HRU? SRY IM GOING 2 B L8 2NITE. CANT LEAVE TILL 8. WAN2 EAT L8R? PLZ TXT ME IF U CAN B4 6. G2G. T2UL8R. O que isto tudo quer dizer? Use a lista acima e decifre a mensagem. Crie também outras mensagens e acostume-se com esta nova linguagem. U’ll find it GR8! TC.
[by Flávia Serrano]
Como todos bem sabem, nós estamos constantemente aperfeiçoando nossos meios de comunicação. Hoje em dia, nos comunicamos com nossos amigos, familiares, colegas de trabalho via internet. Neste meio, as principais ferramentas são o Messenger (MSN), o Skype, o Gtalk, entre outros.
Devido a internet, a forma de nos comunicarmos também se adaptou (e se adapta a cada dia) aos novos tempos e tecnologias. Assim, sempre acabam surgindo vários “CÓDIGOS” utilizados em conversas online que torna a comunicação muito mais rápida.
Além disto, é comum ainda conversarmos pelo computador com 4 ou 5 ao mesmo tempo, daí a necessidade de escrevermos rápido. Logo, a necessidade de criarmos um modo de digitar menos e ser mais rápido diante do computador.
Abaixo você verá um chat entre dois amigos via Messenger (MSN). Você consegue entender o que estão dizendo?
• Bob: Hey I’m HPY to meet U here! How R U?
• MARY: I´m GR8!!! Nice 2 talk 2 U2… Let´s have dinner 2NITE to celebrate my BDY. I won’t have a party, just a DNR and UR invited!
• Bob: Sure! THX! W8 a minute, didn’t you get my MSG? I sent you a nice BDY card by e-mail.
• MARY: SRY, I didn’t remember 2 check my MSGs last NITE. I’ll do it 2NITE.
• Bob: Ok. SRY but I need 2 go. I C U!
• MARY: OK… I C U!! TC…
Para ficar mais claro as abreviações usadas acima e constantemente usadas são:
• HPY = happy (feliz)
• U = you (você)
• R = are (está, estamos, estão – depende do pronome)
• GR8 = great (bem, ótimo)
• 2 = to (vários significados), two (dois, duas), too (também)
• 2nite = tonight (hoje a noite, esta noite)
• BDY = birthday (aniversário)
• DNR = dinner (jantar)
• THX = thanks (o mesmo que vlw, valeu – obgd, obrigado)
• W8 = wait (espera)
• MSG = message
• SRY = sorry (desculpa, foi mal)
• NITE = night (noite)
• I C U = I see you (te vejo mais tarde, até mais)
• TC = Take care (te cuida)
A LINGUAGEM DA INTERNET E DOS TORPEDOS EM INGLÊS
Agora vamos dividir com vocês um pouco da linguagem usada na INTERNET, algumas das abreviações mais comuns em inglês quando a comunicação é através do Messenger, ou quando enviamos torpedos pelo celular, ou qualquer outro site de relacionamento na rede.
Esta nova linguagem, conhecida como “lingo” ou “netlingo”, é formada por abreviações (ABBREVIATIONS) ou acrônimos (ACRONYMS). Muita gente acha que abreviações e acrônimos são a mesma coisa. Na verdade, há uma diferença entre elas. Podemos dizer que todo acrônimo é uma abreviação, mas nem toda abreviação é um acrônimo. A diferença é que todo acrônimo é usado como se fosse uma palavra normal. Por exemplo, NASA não é pronunciada letra por letra. Nós dizemos NASA como se fosse uma palavra mesmo. Portanto, NASA é um acrônimo cujas letras representam National Aeronautics and Space Administration.
Um exemplo de abreviação que não é um acrônimo é FBI, pois nós pronunciamos letra por letra ‘ÉFE, BÊ, I‘. Outros exemplos são CNN, BBC e MSN. Mas estamos aqui para falar das abreviações usadas na internet, então veja abaixo a lista que preparei para vocês. Elas são bastante usadas, principalmente por adolescentes e jovens, para enviar e receber mensagens na rede e no celular:
• AFK – away from keyboard
• ASAP – as soon as possible
• B – be
• BBL – be back later
• BRB – be right back
• BBS – be back soon
• B4 – before
• B4N – bye for now
• BF – boyfriend
• C – see
• CU – see you
• CUL – see you later
• EZ – easy
• FYI – for your information
• GF – girlfriend
• G2G – got to go
• G2CU – good to see you
• GR8 – great!
• H8 – hate
• HRU – how are you?
• IC – I see
• IMO – in my opinion
• IMHO – in my humble opinion
• JK – just kidding
• JJ – just joking
• LOL – laughing out loud!
• L8 – late
• L8R – later
• LUV – love
• MSG – message
• NVM – never mind
• NO1 – no one
• N1 – nice one
• NE1 – anyone
• NM – nothing much ou never mind
• NP – No problem
• OMG – oh, my god!
• OXOX – hugs and kisses
• PLZ – please
• QT – cutie
• RUOK – Are you OK?
• ROTFL ou ROFL – rolling on the floor laughing
• SUM1 – someone
• SRY – sorry
• THX ou THNX – thanks
• THNQ ou TY – thank you
• TTYL ou T2UL8R – talk to you later
• TC – take care
• TXT – text
• 2 – to, two, too
• 2DAY – today
• 2MORO – tomorrow
• 2NITE – tonight
• U – you
• UR – you’re, your
• UW – you’re welcome
• U2 – you too?
• WRUF – where are you from?
• WU – What’s up?
• WAN2 – want to
• W8 – wait
• X – kiss
• ZZZ – sleeping, bored ou tired
Agora, imagine que você recebeu a seguinte mensagem de torpedo: HI… HRU? SRY IM GOING 2 B L8 2NITE. CANT LEAVE TILL 8. WAN2 EAT L8R? PLZ TXT ME IF U CAN B4 6. G2G. T2UL8R. O que isto tudo quer dizer? Use a lista acima e decifre a mensagem. Crie também outras mensagens e acostume-se com esta nova linguagem. U’ll find it GR8! TC.
Guessing in the context
I think one thing students need to learn first is learn to learn English. Based on the book with the title.
Guessing in the context - Some words in the following text have been replaced by nonsense words. Can you guess the original words?
“The best way to learn new words and their meanings is by NOOBLING. By constantly meeting a word in its SCRUNGE, you will gradually acquire a group of ideas about the word’s overall meaning. This is a much better way of SQUIFFERISING the meaning of words than referring to your LIAG each time you feel BOOFED.”
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Ellis, G. , Sinclair, B. in Learn to Learn English, a course in Learner Training , Cambridge University Press , 1989.
Guessing in the context - Some words in the following text have been replaced by nonsense words. Can you guess the original words?
“The best way to learn new words and their meanings is by NOOBLING. By constantly meeting a word in its SCRUNGE, you will gradually acquire a group of ideas about the word’s overall meaning. This is a much better way of SQUIFFERISING the meaning of words than referring to your LIAG each time you feel BOOFED.”
Ellis, G. , Sinclair, B. in Learn to Learn English, a course in Learner Training , Cambridge University Press , 1989.
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The aim of this blog is to offer teachers the possibility to improve their classes with tips that work because they had already been tested with real students.
Miriam
Miriam
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