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Comentadas sobre verbos | verbs em inglês
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The Literary Influences of Superstar Musician David Bowie
BY JOHN O'CONNELL ON 10/31/19 AT 5:00 AM EDT
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Lessons for Americans, From a Chines Classroom
Observing how Chinese 2- and 3-year-olds navigated a second language, I wondered whether I could have done this for my children.
SHANGHAI — We sat in toddler-size wooden chairs around an orderly circle of Chinese 2-year-olds, busy with circle time. As a parent of three children who collectively spent 15 years in American day care, I am very familiar with circle time.
But I was in this Shanghai classroom as a professor, with college students from many different countries in a class I’m teaching here on children and childhood.
We were observing in a private kindergarten, designed to provide young children — starting at age 2 — with a carefully structured, fully bilingual curriculum, especially important because English language skills are vital for educational success in China.
Visits to Chinese educational institutions allow the college students in my course to get a look at real children and the ways that they learn, while also thinking about Chinese society today. They get windows onto certain slices of this complex country: a high-end private bilingual program that starts with toddlers; a city high school for academically gifted students; a middle school created for the children of the rural migrants who have come by the millions from China’s poorer provinces to work in Shanghai, but whose rights to social benefits are severely limited in the city.
These visits offer the college students insights into many of the social issues facing China, and we spend time in class discussing questions like the huge role that the annual gaokao college entrance exam plays in determining a child’s educational destiny (English is one of the required subjects), the pressures on families that create a culture of cram schools, and the controversies over reserving spots in colleges for kids from rural areas.
But all of those questions have powerful resonances when you think about the issues of childhood education and child development, which have to be addressed in every country. As my college students discuss the different facets of childhood around the world, visiting the Chinese schools also helps them in remembering and thinking about what children look like at different ages, and how they play and interact and learn.
Available in : https://www.nytimes.com/2020/01/20/, accessed on February 26th, 2020. Adapted
I. “If we don’t drink ______ water, it affects our concentration.”
II. “But our level of happiness is also _______ by the choices we make.”
III. However, the weather and the coming darkness _____ her feel sorry for the lady.”
IV. “He was ______ to meet me back there at Mickley.”
I. “If something happened, ______ it and propose a fresh start.”
II. “I’m sorry for ______ this out, but you don’t look so good.”
III. “A recent report has ______ that more and more people have been feeling stressed”
IV. “I can’t talk to you because I’m ______ late for work”
Read the following sentences and complete, respectively, with the appropriate verbs.
I. “The way to get _____ is to quit
talking and begin doing.”
II. “We may encounter many defeats but we must not _____ defeated.”
III. “Today’s accomplishments _____ yesterday’s impossibilities.”
IV. “People who are crazy enough to
______ they can change the world, are
the ones who do.”
I. “At the touch of love everyone ______ a poet.”
II. “Don’t let yesterday ______ up too much of today.”
III. “Blessed are the curious for they ______ have adventures.”
IV. “The journey, not the arrival _______.”
i. “[…] that’s how we’re going to meet those targets.” (line 12) ii. The Aichi biodiversity goals for 2020 included removing all incentives or subsidies harmful to nature (line 19, 20) iii. […] which will now be opened to signatories worldwide […] (line 24) iv. […] but the UK is not yet meeting the targets […] (lines 34, 35)
i. Scotland’s conservation agency ii. that’s how iii. we’re
i. None of them were, leaving global biodiversity in a parlous state, the statement says. (line 4) ii. Thompson said Scotland was set to meet nine of the Aichi goals. (line 34)
Analise as tabelas abaixo:
TABELA 1
I Water boils at 100°C.
II Mary heard the sound of a bell.
III I will drive the car tomorrow.
TABELA 2
A Passado
B Presente
C Futuro
Assinale a alternativa que relaciona a frase da “Tabela 1” ao tempo verbal correto da “Tabela 2”:
Newly discovered primate 'already facing extinction'
(Adaptado de https://www.bbc.com/news/science-environment-54894681)
Read the text below to answer the question.
Parker Solar Probe: How Nasa is trying to 'touch' the Sun
Nasa is all set to launch one of the most ambitious missions in its history. It's sending a satellite called the Parker Solar Probe into the Sun's outer atmosphere, or corona. Scheduled for launch on Saturday, the spacecraft promises to crack some longstanding mysteries about our star's behaviour.
(Adapted from: https://www.bbc.com/news/av/science-environment-45113552).
Read the text below to answer the question.
How octopuses ‘taste’ things by touching
Octopus arms have minds of their own. Each of these eight supple yet powerful limbs can explore the seafloor in search of prey, snatching crabs from hiding spots without direction from the octopus’ brain. But how each arm can tell what it’s grasping has remained a mystery.
Now, researchers have identified specialized cells not seen in other animals that allow octopuses to “taste” with their arms. Embedded in the suckers, these cells enable the arms to do double duty of touch and taste by detecting chemicals produced by many aquatic creatures. This may help an arm quickly distinguish food from rocks or poisonous prey, Harvard University molecular biologist Nicholas Bellono and his colleagues report online October 29 in Cell.
The findings provide another clue about the unique evolutionary path octopuses have taken toward intelligence. Instead of being concentrated in the brain, two-thirds of the nerve cells in an octopus are distributed among the arms, allowing the flexible appendages to operate semiindependently.
(Adapted from: https://www.sciencenews.org/article/octopus-taste-touch-arm-suckers).
Read the text below to answer the question.
How octopuses ‘taste’ things by touching
Octopus arms have minds of their own. Each of these eight supple yet powerful limbs can explore the seafloor in search of prey, snatching crabs from hiding spots without direction from the octopus’ brain. But how each arm can tell what it’s grasping has remained a mystery.
Now, researchers have identified specialized cells not seen in other animals that allow octopuses to “taste” with their arms. Embedded in the suckers, these cells enable the arms to do double duty of touch and taste by detecting chemicals produced by many aquatic creatures. This may help an arm quickly distinguish food from rocks or poisonous prey, Harvard University molecular biologist Nicholas Bellono and his colleagues report online October 29 in Cell.
The findings provide another clue about the unique evolutionary path octopuses have taken toward intelligence. Instead of being concentrated in the brain, two-thirds of the nerve cells in an octopus are distributed among the arms, allowing the flexible appendages to operate semiindependently.
(Adapted from: https://www.sciencenews.org/article/octopus-taste-touch-arm-suckers).
Considere a frase abaixo:
Jonathan collects golden coins.
A forma negativa é:
Conheça nossos planos