| 18:30 | 20:30 | |
| 8 | Teórico-Prática | |
| Grammar work; Reading comprehension. | ||
Grammar focus - verbs: The past continuous: contrasting the past continuous and the past simple. (Conclusion). Practice. (a) Reading Comprehension: "TV and Violence: do you care what TV does to your children?” Conclusion. | ||
| (a) Beaumont, Didgby; Granger, Colin (1999), The Heinemann English Grammar. Oxford: Heinemann. | ||
quarta-feira, 20 de outubro de 2010
segunda-feira, 18 de outubro de 2010
18 de Outubro 2010
| 18:30 | 20:30 | |
| 7 | Teórico-Prática | |
| Grammar work; Reading comprehension. | ||
Grammar work: The past continuous: contrasting the past continuous and the past simple.(a) - Filling in a chart with the different uses of the past continuous; - The simple past and past continuous in story-telling; Practice. Introducing the topic: "Slaves of the small screen". - Reading Comprehension: "TV and Violence: do you care what TV does to your children?", an article by Milton Shulman,a television critic of "The Evening Standard", London. | ||
| (a) Alexander, L. G., (1999), Longman English Grammar Practice. UK : Addison Wesley Longman Limited. | ||
sábado, 16 de outubro de 2010
13 de Outubro 2010
| 6 | Teórico-Prática | |
| Grammar work; Reading comprehension; Discussion; Analyzing ads; Writing | ||
Grammar work: The past continuous: contrasting the past continuous and the past simple.(a) - Filling in a chart with the different uses of the past continuous. Reading Comprehension: An advert from "Anti-Slavery International". Conclusion. - Discussing the issue. - Analyzing adverts from different non-governmental, non-profit making organizations such as: UNICEF, WWF, UNHCR, AMI, Greenpeace, WAVE, etc.. - Writing - (Group work): . Designing/creating new advertisements for these organizations. . Presenting the ads to the class. | ||
| (a) Alexander, L. G., (1999), Longman English Grammar Practice. UK : Addison Wesley Longman Limited. | ||
11 de Outubro de 2010
| 18:30 | 20:30 | |
| 5 | Teórico-Prática | |
| Grammar work. | ||
Marcação da data da prova escrita de avalição de conhecimentos: dia 10 de Janeiro de 2011, às 18h 30m, no Auditório. Grammar focus - verbs: - Reading an article from "The Guardian", ("Africa braces itself for new plague", by Tim Radford, science correspondent) and underlining all the examples of the present perfect in the article. - The present perfect simple and the present perfect continuous compared; - The present perfect simple with "continuity verbs"; - The present perfect after "until", "as soon as", etc.; - The present perfect and the past simple compared. - Formation rules and use/meaning. Practice: filling in a chart with the different uses of the present perfect simple. | ||
6 de Outubro 2010
| 4 | Teórico-Prática | |
| Grammar work; Reading comprehension; Discussing the issue. | ||
Grammar work: practice with verbs. (a) Reading Comprehension: An advert from "Anti-Slavery International". (Conclusion) - Discussing the issue. Analysing adverts from different non-governmental, non-profit making organizations such as: UNICEF, WWF, Free East Timor; Greenpeace, Amnesty International, etc.. | ||
| (a) VINCE, Michael, First Certificate Language Practice, Heinemann English Language Teaching, Oxford, UK, 1996. | ||
4 de Outubro 2010
| 18:30 | 20:30 | |
| 3 | Teórico-Prática | |
| Grammar work; Reading comprehension; Brainstorming. | ||
Grammar work - verb revision (a): -Past simple; Past continuous; Past perfect; -Present perfect simple and continuous; Past simple; -Future time: will; going to; Future continuous; Future perfect; future time clauses; Present continuous; Present simple; etc. Practice. Reading Comprehension: An advert from "Anti-Slavery International" a non-governmental, non-profit making organization denouncing different forms of slavery in Europe, America, Asia and Africa. - Brainstorming activity. | ||
29 de Setembro 2010
| 18:30 | 20:30 | |
| 2 | Teórico-Prática | |
| Apresentação. | ||
Apresentação. Algumas informações relevantes sobre a forma como irá decorrer o semestre, nomeadamente no que diz respeito à avaliação. . Indicação de bibliografia e dos textos de apoio a serem utilizados nas aulas; . Marcação da data do teste escrito. . Preenchimento de fichas individuais dos alunos. Outras informações. | ||
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