Roberta is currently traveling abroad in Japan. Some key details:
- She is not in her home country of America or any European country.
- She is in the capital city of Japan, known for its technology and popularity of anime.
- She is at the top of a high tower, enjoying the view.
New Headway Intermediate - Unit 6 I just love it.. ..
New Headway Intermediate Unit 6 likes and dislikes
New Headway Intermediate Unit 6 I just love it
TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
New Headway Intermediate - Unit 6 I just love it.. ..
New Headway Intermediate Unit 6 likes and dislikes
New Headway Intermediate Unit 6 I just love it
TEMAS: like, Verb patterns, describing food, towns, and people, Signs and sounds.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter 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.
1. Capítulo
22
3 I share my thoughts
using audio messages
Habilidades
Habilidades
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AntonioGuillem/Shutterstock
Hi, Lucy! What’s up? Girl, I couldn’t wait to tell you about yesterday.What a day! First, I was home by myself
in the morning and, when I tried to fry an egg, I burned myself.Then, I put some butter on the burned area. How
silly! It didn’t get any better. When my parents got home, my dad himself put some ice on it and then I felt a
relief. In the afternoon, I was trying to rest and my cousin, Bianca, arrived. She started crying because she herself
cut her hair and she hated the result. She was very upset. Poor her, but what a silly thing to do, right? Well, I
convinced her to go to Anne’s party with me.You know how much I wanted to go to that party! My parents
themselves had a dinner party and Bianca and I decided to go by ourselves. But we took the wrong bus and got
lost. Can you believe it? I had to call my mom to pick us up. No more party for us! Actually, the evening was
ruined for everybody! What a nightmare! I hope your day was better than mine.
• Are you used to sending audio messages? Or do you prefer text messages?
• Do you ever call people or just send them messages? Explain your answer.
2. 23
Língua Inglesa
Paraconstruir
EF07LI09
1 Encontre no texto de abertura as seguintes palavras:
a) fritar –
b) manteiga –
c) boba –
d) alívio –
e) descansar –
f) prima –
g) chateada –
h) errado –
i) na verdade –
j) pesadelo –
2 Responda de acordo com o texto.
a) O que a garota tentou fazer de manhã?
b) O que ela fez com a queimadura? E o que o pai fez? Como ela se sentiu?
c) Por que a prima dela chorou à tarde?
d) O que aconteceu à noite?
e) Como terminou a noite?
3. 24
Autodidacts are people that can learn by themselves. Look at the list of qualities or habits of autodidacts:
[…]
• Seeking personal renewal to better yourself every day.
• Leveraging own experience.
• The practice of immersion into the direction of the goal.
• Be open-minded.
• Break up your long term big goal into short-term multiple small goals.
• Embrace the complexity in the way to achieving a goal and turn it into opportunity.
• Build resilience.
• Learn for life also, not only for finances. […]
THE MOST Famous Autodidacts Who Shocked the World. Check My Lists. Disponível em: <checkmylists.com/
people/most-famous-autodidacts/>. Acesso em: 19 maio 2021.
Para ampliar contextos
Languageinuse
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Reflexive pronouns
Veja os casos em que eles são utilizados:
• Quando o sujeito e o objeto são a mesma pessoa.
Antony fell and hurt himself.
I always look at myself in the mirror before leaving home.
• Para dar ênfase ao sujeito.
She herself made those cookies. She made those cookies herself.
• Precedidos pela preposição by, significando “sozinho”, “sem ajuda”.
My grandparents always travel by themselves.
Do you live by yourself?
Estude a tabela:
Subject pronouns Reflexive pronouns
I myself
you yourself
he himself
she herself
it itself
we ourselves
you yourselves
they themselves
4. 25
Língua Inglesa
1 Complete as frases com o reflexive pronoun apropriado.
a) My brown cat hurt .
b) Elisa injured in the accident.
c) They can repair their car .
d) Sam cut while he was making lunch.
e) We don’t need any help. We can do it .
f) I’m so anxious! Sometimes, I talk to in my bedroom.
g) Did you and Camila enjoy during the trip?
2 Reescreva as frases substituindo a palavra destacada pelo reflexive pronoun adequado.
a) I want to live alone.
b) Some people like to work alone.
c) She prefers to travel alone.
d) The boys went to the club alone.
e) Mr. Jones is cooking alone.
Conexões e tramas
No 6º ano, você aprendeu que as preposições in, on e at em inglês podem ser usadas antes de ex-
at
pressões de tempo. Neste capítulo, vamos rever as regras desses usos e aprender que essas mesmas
preposições podem ser usadas antes de locais.
5. 26
Paraconstruir
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Prepositions: time and place
Prepositions Examples
IN
• É usado antes de meses, anos, estações do ano e períodos do dia (com exceção de night).
Sheila was born in 2010. Her birthday is in November.
We practice sports in the morning and study in the afternoon.
Do you like going to the beach in the summer?
• É usado antes de nomes de bairros, cidades, estados, países e continentes.
They live in Salvador, a city in the state of Bahia, in Brazil.
My uncle is in Africa for a safari right now.
ON
• É usado antes de dias da semana e do mês, além de datas específicas com a palavra day.
The party was on Saturday, on September 27th
.
They had a wonderful dinner on Christmas day.
• É usado antes de lugares em geral e nomes de ruas e avenidas, sem menção do número.
We live on the coast. Our house is on Park Avenue.
AT
• É usado antes de horas, datas específicas sem a palavra day e na expressão at night.
Our classes finish at 1 o’clock.
We usually travel at Easter and at Christmas.
• É usado antes de endereços com números e de determinados lugares.
George is at home now. He lives at 105, Sherbrook Street.
1 Assinale a opção correta em cada alternativa.
a) They never go to the park Sundays.
( ) in
( ) on
( ) at
b) My friends are school now.
( ) in
( ) on
( ) at
6. 27
Língua Inglesa
Para construir
c) They always travel the winter.
( ) in ( ) on ( ) at
d) We have our breakfast 6 o’clock.
( ) in ( ) on ( ) at
e) My dad never works the evening.
( ) in ( ) on ( ) at
f) Jack was born February 18th
.
( ) in ( ) on ( ) at
2 Preencha as lacunas com in, on ou at.
a) My grandma was born 1952.
b) Rome and Venice are Italy.
c) The meeting was Kelly’s house.
d) I think my mom is work now.
e) What do you usually do Friday mornings?
f) Eli’s birthday is May 17th
.
g) We live 583, Columbus Avenue.
h) Halloween is celebrated October.
i) There are some kids the bus stop.
j) When did they arrive England?
Compreendendo o conceito
Falando no uso de preposições, é necessário destacar que há algumas diferenças entre o inglês
estadunidense e o inglês britânico. Veja alguns exemplos:
American English British English
on the weekend at the weekend
on the corner of at the corner of
to play on a team to play in a team
Call me at this phone number. Call me on this phone number.
enroll in a course enroll on a course
7. 28
Língua,identidadeeintercâmbio
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Pesquise novos exemplos das diferenças entre o inglês britânico e o inglês estadunidense. Compartilhe-os
com os colegas.
Listening
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Tick (√) YES or NO according to the house for sale advertisement.
YES NO
Trata-se de uma casa em frente à praia.
A casa tem ar-condicionado e aquecimento solar.
A casa oferece uma linda vista.
Não é necessário o agendamento de visitas à casa.
Para agendar uma visita, é preciso ligar durante o dia.
A casa pode ser visitada somente nos fins de semana.
A visitação começa no período da tarde.
Speaking
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Complete as frases e compartilhe as informações com os colegas.
I live in (city), in (country), at
number , Street/Avenue. I go to school
in the (period of the day). I have after class activities
on (day/s).
My friend, (name), lives in (city),
in (country), on Street/Avenue.
He/She goes to school in the (period of the day).
He/She has after class activities on (day/s).
GoodStudio/Shutterstock
mikka_kika/Shutterstock
8. 29
Língua Inglesa
Reading
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Dear Katie,
I am 15 years old. I used to think that I was a nice girl. When I looked at
in the mirror, I used to see a happy and confident girl. Now, everything is
different.Three months ago, I moved to a new city and to a new school. I still have no friends here!
People seem to ignore me. I bought a pretty necklace to the party. I feel really lonely and depressed.
I even started to eat a lot of junk food and now I am getting fat; this makes me even more depressed!
What can I do to make friends here? Please, give me some advice.
Andrea
Ask
Katie!
Need help?
AlexBlogoodf/Shutterstock
Dear Andrea,
Many people have problems adjusting to a new city and a new school.You are not the only one.
First of all, believe in and be your own best friend. It’s hard to find others who like
you if you don’t like . Stop eating junk food and start exercising. Take a walk, go
cycling, keep fit! Second, put where the action is. Join a club, do volunteer work,
offer to help plan school events — anything that can get you out of the house. The comfort of your
bedroom is always important. Finally, when you make a new friend, be a good listener. Let people
talk about .This makes them feel special. Don’t give up! I am sure soon they will
notice that you are a pretty and nice girl. Good luck!
Katie
1 Preencha as lacunas do texto com o reflexivo adequado.
9. 30
2 Relacione as colunas.
1. How old is Andrea?
2. What’s the matter with her?
3. What does she eat when she is depressed?
4. Who did she write to?
( ) Katie
( ) Fifteen
( ) She has no friends
( ) Junk food
3 Assinale os conselhos dados por Katie a Andrea.
( ) Acredite em você mesma.
( ) Mude seus hábitos alimentares.
( ) Organize uma festa em sua casa.
( ) Não se exponha muito.
( ) Seja uma boa ouvinte e permita que as pessoas falem de si mesmas.
4 Encontre em cada carta uma frase inserida ali inapropriadamente por não pertencer ao contexto.
Writing
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Escreva uma carta ou mesmo um bilhete para Katie em busca de conselho. Seja criativo para inventar
um motivo!
10. 31
Língua Inglesa
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Há uma diferença entre blogueiros e influenciadores digitais, certo? Entretanto, ambos fazem pos-
tagens interessantes e variadas em inglês que são atraentes para seus seguidores. Complete a defi-
nição abaixo com as seguintes palavras: products, channels, influencers, decade, reputation, attention,
types, population, numbers, people e posts.
What Are Social Media Influencers?
Over the last , we have seen social media grow rapidly in importance. According to
the January 2019 We Are Social report, 3.484 billion actively use social media – that’s 45%
of the world’s .
Inevitably these people look up to in social media to guide them with their
decision making.
Influencers in social media are people who have built a for their knowledge
and expertise on a specific topic. They make regular about that topic on their preferred
social media and generate large followings of enthusiastic, engaged people who pay
close to their views.
Brands love social media influencers because they can create trends and
encourage their followers to buy they promote.
You can separate different of influencers in multiple
ways: by follower , by types of content, and by the level of
influence. […]
WHAT Are Social Media Influencers?. Influencer MarketingHub. Disponível em: <influencermarketinghub.com/
what-is-an-influencer/>. Acesso em: 20 maio 2021.
aurielaki/Shutterstock
Sociedade em ação
Brand: marca
Engaged: engajado, com-
prometido
Guide: guiar
Knowledge: conhecimento
Level: nível, grau
Trend: tendência
11. 32
Façavocêmesmo
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1 Descubra a localização de Roberta.
Roberta is American, but she is not in her country now. She isn’t in any European country. She
is traveling abroad, but she isn’t in Africa. She is in the crowded capital city of a country where
there is technology everywhere. People in that country love anime series. She is on the top of a
high tower at this moment. She just loves it! This country is known as the “Land of the Rising Sun”.
Where is Roberta now?
a) In Sweden.
b) In Nigeria.
c) In Colombia.
d) In Japan.
2 Corrija os erros das frases.
a) I always sleep late in the night.
b) Rita was born at December 22nd
.
c) I like to live by herself.
d) The boys himself washed the dishes.
e) Do you and your sister travel by yourself?
f) Our holidays are on the autumn, on October.
3 Preencha as lacunas com uma preposição adequada.
a) I just love to wake up early Christmas Day.
b) Is the city of Quebec Canada or the USA?
c) My best friend was born February 15th
.
d) Can we meet 10 o’clock the train station?
e) Peter’s birthday was Wednesday.
f) We have no classes January.
4 Coloque as palavras em ordem e escreva as frases.
a) loves – herself – my – to – aunt – by – travel – .
b) myself – pizza – a – made – I – delicious – .
c) the – the – all – himself – prepared – teacher – reports – .
d) by – drive – you – that – can – yourself – big – car – ?
e) can – every – feed – dog – itself – my – day – little – .
f) parents – their – bedroom – on – painted – my – weekend – themselves – the – .
5 Escreva em inglês as frases.
a) O aniversário dele é em 13 de agosto.
b) O Natal é em dezembro.
c) Barcelona é na Espanha e Londres é na Inglaterra.
d) Eu jogo vôlei às segundas, quartas e sextas.
e) Eles vão ao cinema nos fins de semana.
f) Nós comemos muito chocolate na Páscoa.
12. 33
Língua Inglesa
Faça você mesmo
6 Todos os trechos a seguir apresentam erros. Reescreva-os corretamente.
a) I doesn’t have a job now, so I can’t to buy all the clothes that I want. I have a nice party next
Saturday. What I can do?
b) My friends don’t have pets why they don’t like animals and they live on a small appartment. But I
have a nice dog. I love them!
c) Susan is on vacation on Paris, at France now. She is there with her family. She have some relatives
there. She can’t speak French himself, but her cousins help her.
d) We need butter and flour to make a cake themselves, but we don’t need eggs. There is enough in
the refrigerator. It will be delicious!