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.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
5. Formando a contração:
• AM --------------------------’M
• IS ---------------------------’S
• ARE ---------------------------’RE
• * retiramos a primeira vogal da palavra do verbo
6. Forma Afirmativa
• Am – sou, estou
• Is – é, está
• Are – são, estão, é, está, somos, estamos
7. A M
• AM
• Usado com o pronome
“I” - eu
• I am ..........
• I am Vanessa.
• I am Marek
• I am a student.
• I am a doctor.
• I am a businessman.
• I am from Brazil
8. I S
• IS
• Usado com os
pronomes:
• He – ele
• She – ela
• It – pronome neutro
• Também usado quando
o sujeito da frase é:
• - um substantivo
masculino (pessoa)
• - um substantivo
feminino (pessoa)
• Um animal, coisa,
fenômeno da natureza
9. Exemplos com IS
• Vanessa is a student.
• Marek is interested in sports.
• Brazil is a country.
• She is from USA.
• He is my brother.
• It is an e-mail.
• The e-mail is from Vanessa.
10. A R E
• Com o pronome YOU
(você)
• É, está
• (vocês)
• São, estão
• Com o pronome WE
(nós)
• Somos, estamos
• Com o pronome THEY
(eles, elas)
• São, estão
11. Exemplos com are:
• You are a doctor. Você é um doutor.
• We are brothers. Nós somos irmãos.
• They are from Brazil. Eles(elas) são do Brasil.
• I and you are students. Eu e você somos estudantes.
• You and Marek are friends. Você e Marek são amigos.
• Marek and Vanessa are in the Shopping Center.
• Marek e Vanessa estão no Shopping.
• Pen and pencil are objects. Caneta e lápis são objetos.
12. Forma negativa
• A palavra NOT (que significa não) vai aparecer
SEMPRE depois do verbo:
• I am not
• She is not
• You are not
13. Forma negativa – conjugação
por extenso
• I am not
• You are not
• He is not
• She is not
• It is not
• We are not
• You are not
• They are not
14. Forma negativa - contração
• Is not ------------------ isn’t
• Are not ----------------aren’t
• * a letra “O” do NOT desaparece.
• Não existe contração do AM com o NOT
15. Exemplos:
• I am not a student. (não contrai)
• You are not a boy. You aren’t a boy.
• He is not a doctor. He isn’t a doctor.
• She is not a girl. She isn’t a girl.
• It is not an e-mail. It isn’t an e-mail.
• We are not from USA. We aren’t from USA.
• They are not brothers. They aren’t brothers.
17. Outros exemplos:
AFIRMATIVO
• You are students.
• We are interested in films.
• Vanessa is my girl.
• Marek is a good boy.
• Brazil is my country.
• My computer is good.
• They are on 5th Street.
INTERROGATIVO
• Are you students?
• Are we interested in films?
• Is Vanessa my girl?
• Is Marek a good boy?
• Is Brazil my country?
• Is my computer good?
• Are they on 5th Street?
18. Verbo to be no tempo passado
• As formas do passado são:
• Was – para as formas AM e IS do presente
• Were – para as forma ARE do presente
19. Forma de contração
• No afirmativo, não há forma de contração.
• No negativo, somente WASN’T (was + not) e
WEREN’T (were + not)
20. Conjugação
• I was (eu era, fui, estava ...)
• You were você/vocês eram, foram, estavam...)
• He was (ele foi, era, estava ...)
• She was (ela foi, era, estava...)
• It was (era, foi, estava...)
• We were nós fomos, éramos, estávamos...)
• They were (eles foram, eram, estavam...)
21. Forma interrogativa
• Assim como no afirmativo, na forma
interrogativa antecipamos o verbo.
Exemplo: Meg was at home.
Meg was not (ou wasn’t) at home.
Was Meg at home?