Voz verbal, em linguística, refere-se à relação entre sujeito e verbo sob o aspecto de quem recebe e quem pratica uma ação.
Na maioria dos casos, o sujeito (na voz ativa) é a entidade que efetua ou desencadeia uma ação, e o objeto é uma entidade que sofre passivamente algum efeito da ação.
Formas de Utilização da Voz Passiva (Passive Voice):
Quando se pretende destacar a ação em si, e não quem a praticou;
Quando se quer dar ênfase ao objeto;
Quando não sabemos o sujeito que pratica a ação.
Voz verbal, em linguística, refere-se à relação entre sujeito e verbo sob o aspecto de quem recebe e quem pratica uma ação.
Na maioria dos casos, o sujeito (na voz ativa) é a entidade que efetua ou desencadeia uma ação, e o objeto é uma entidade que sofre passivamente algum efeito da ação.
Formas de Utilização da Voz Passiva (Passive Voice):
Quando se pretende destacar a ação em si, e não quem a praticou;
Quando se quer dar ênfase ao objeto;
Quando não sabemos o sujeito que pratica a ação.
O ensino de línguas deve ser orientado para além dos objetivos instrumentais (compreender, falar, ler e escrever), para os objetivos educativos (contribuir para a formação da mentalidade, desenvolvimento do hábito de observação e reflexão) e culturais (conhecimento da civilização estrangeira e capacidade de compreender tradições e ideais de outros povos, inculcando no aluno noções da própria unidade do espírito humano).
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Há duas formas de relatar o que alguém disse:
pelo discurso direto, quando repetimos o que foi
dito usando as mesmas palavras da pessoa, e
pelo discurso indireto, quando contamos com
nossas próprias palavras o que foi dito.
John said: “I work every day.”
(discurso direto)
John said that he worked every day.
(discurso indireto)
3. SAY / TELL
São os verbos mais comuns que introduzem o
discurso indireto.
Se disser com quem está falando, usa-se tell.
He told her he was feeling worn out.
(Ele disse que estava se sentido exausto.)
Se quer mencionar com quem está falando e
estiver usando o verbo say, deve se acrescentar
to.
He said to Ana…
(Ele disse para Ana…)
12. PRONOME
I (eu)
Bob said: “I am hungry”. (Bob disse:
“Eu estou com fome”).
He/she (ele/ela)
Bob said that he was hungry. (Bob
disse que ele estava com fome).
13. We (nós)
Bob said: “We have to work”. (Bob
disse: “Nós temos que trabalhar”).
They (eles/elas)
Bob said that they had to work.
(Bob disse que eles tinham que
trabalhar).
14. PRONOME
This (este)
Bob said: “This is my car”.
(Bob disse: “Este é o meu carro”).
That (aquele)
Bob said that (that) was his car.
(Bob disse que aquele era o carro
dele)
Obs.: Nesse caso, pode-se omitir o “that” que está entre
parênteses.
15. These (estes)
Bob said: “These tickets are too
expensive”. (Bob disse “Estes
ingressos são muito caros”).
Those (aqueles)
Bob said that those tickets were too
expensive. (Bob disse que aqueles
ingressos eram muito caros).
16. ADVÉRBIO
Today (hoje)
Bob said: “There is a great movie on
TV today”. (Bob disse: “Tem um
filme muito bom na TV hoje”).
That day (aquele dia)
Bob said that there was a great
movie on TV that day. (Bob disse
que havia um bom filme na TV
naquele dia).
17. Tomorrow (amanhã)
Bob said: “It will rain tomorrow”.
(Bob disse: “Vai chover amanhã”).
The next day / The following day
(no dia seguinte)
Bob said that it was going to rain
on the following day. (Bob disse
que iria chover no dia seguinte).
18. EXPRESSÕES DE TEMPO
Discurso direto Discurso indireto
now (agora) then (naquela hora/tempo)
here (aqui) there (lá)
today (hoje) that day, yesterday (naquele
dia/ontem)
tonight (hoje a noite) that night (naquela noite)
yesterday (ontem) the day before (dia anterior/antes)
tomorrow (amanhã) the next /following day (dia seguinte)
this week / month / year (neste
mês/ano)
that week / month / year (naquela
semana/ mês/ano)
last night (ontem a noite) the night before (noite anterior)
last week / month / year (última
semana/mês/ano)
the previous week / month / year
(semana/mês/ano anterior)
next week / month / year
(próxima semana/mês/ano)
the following week / month / year
(semana/mês/ano seguinte)
a year ago (há um ano) the year before (ano passado)
19. SITUAÇÕES EM QUE A MUDANÇA
NO TEMPO VERBAL É OPCIONAL
Quando relatamos algo que acabou de ser dito:
Mary: I’m freaking out.
Carl: What did you say?
Mary: I said I’m freaking out.
Quando relatamos uma verdade universal ou lei
científica.
Teacher told his students that water boiled at
100º Celsius.
20. INTERROGATIVE SENTENCES
Quando se relata uma pergunta, coloca-se a frase
na forma afirmativa. Observe:
He said, “Where is Paul?”
He asked where Paul was.
Obs: O verbo say (disse) deve ser trocado por ask
(perguntou).
He said: “Is Paul here?” (Ele disse: Paulo está
aqui?)
He asked if Paul was there. (Ele perguntou se
Paulo estava lá)
21. PRACTICE
The kid and the wolfThe kid and the wolf
A little boy, walking along a path, was
followed by a Wolf. As we a realized he
could not escape, he turned round, and
said: “My friend Wolf, I know I must be
your prey, but before I die I will ask of
you one favor. You will play me some
music and I may dance”.
22. The wolf agreed, and while he was
playing his flute and the kid was
dancing, some hounds, as they heard the
music ran up and began chasing the
wolf.
Turning to the child, the wolf said, “I
deserve that, for I am a butcher, not a
musician.”
Be smarter than your enemy and save
your skin.
Esopo