Have/ included.

Has/ including.

Have/ includes.

Has/ included.

Am/ have.

Was/ has.

Were/ have.

Were/ has.

Of/ for.

At/ for.

At/ on.

On/ in.

Then.

Those.

Than.

That.

Will/ reached.

Has/ reached.

Should/ reaches.

Has/ reaches.

Hear/ have.

Heard/ have.

Hear/ had.

Heard/ had.

Have/ referred.

Have/ refers.

Has/ refers.

Has/ referred.

To talk about what people want to do or are willing to do.

To talk about hypotheses – things that are imagined rather than true.

It is most commonly used to make recommendations. It can also be used to express desperate hope as well as warn people.

"Would" is used to express necessity and obligation.

The people I hired to pour the cement floor used too many sand, and I had to patch numerous areas.

Administrators and teacher leaders can take a few essential steps to promote and enhance their own collaboration.

There are some men that actually work, you know.

Gray foxes also take many mice, small birds, frogs, and lizards and will scavenge when dead meat is available.

“Curled.”

“Rolled in.”

“Registered.”

“Winded up.”

“Languages and codes are by definition dynamic and situated in space and time, with all the historical, sociological and anthropological implications that this notion brings with it. It is likewise pertinent to consider the relations with the social and production practices and the students’ inclusion as citizens in a literate and symbolic world. Contemporary production is essentially symbolic in nature and social life requires the mastery of languages as tools for communication and negotiation of meanings/sense.”

“In countries where many different languages are spoken, English is often used as an official language to help people communicate”

“To encourage students to think about how the American upper class is now part of an international upper class, and the way those atop the class hierarchy in this country connect with those in the upper classes around the world.”

“Some 93% of children between the ages of 3 and 18 are in education in state-funded schools without charge. Since 1998, there have been two main types of maintained (state funded) school: Academy schools, established by the 1997-2010 Labor Government to replace poorly-performing community schools in areas of high social and economic deprivation. Their start-up costs are typically funded by private means, such as entrepreneurs or NGOs, with running costs met by Central Government and, like Foundation schools, are administratively free from direct local authority control; Community schools (formerly county schools), in which the local authority employs the schools' staff, owns the schools' lands and buildings, and has primary responsibility for admissions.”

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination can be reduced if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going by teaching and some specific aspects of grammar tasks and written traditions in a right spelling.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about high class cultural approach and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination keep growing if children and adults are taught about cultural aspects from those different cultural and economic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement cannot be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity will be achieved by learning about children’s culture and its behaviors; c) that prejudice and discrimination keep growing if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“Many schools merely use some designated days to celebrate ‘ethnic’ meals, for example, and the schools consider that to be an adequate way to teach diversity. Equally can have some misconceptions. In this empirical view we can find three key assumptions underpinning multicultural education: a) that educational achievement can be raised by learning about children’s cultural and ethnic ‘roots’; b) that improvement of equality of opportunity can be achieved by learning about children’s culture and its tradition; c) that prejudice and discrimination can be reduced if children and adults are taught about cultural aspects from those different cultural and ethnic backgrounds. The argument, stated above, show that teaching CPCCT in education means going beyond teaching about some specific aspects of culture and ethnic folk traditions.” (Adapted from Cultural Plurality in the FL National Curriculum Parameters: a study of race/ethnicity by Aparecida de Jesus Ferreira)

“The possession, use, or occupancy of anything with satisfaction or pleasure.”

“To become less sad or to make someone feel less sad.”

“To criticize someone or something, often after deliberately looking for mistakes.”

“The use or possession of something that is satisfying or beneficial.”

“I carried him to make me happy, the way some people rush into activity when their plans fail. If I sometimes recognized this, I loved my Aunt Lilian who had raised me to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the gifts of the body, and had, as a result, made me feel guilty now.”

“I carried him to make me loved, the way some people rush into activity when their plans fail. If I sometimes recognized this, I pleased my Aunt Lilian who had taught me to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the pains of the body, and had, as a result, made me feel guilty now.”

“I carried him to make me weary, the way some people rush into activity when their plans fail. If I sometimes recognized this, I failed with my Aunt Lilian who had gave me up to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the sins of the body, and had, as a result, made me feel guilty now.”

“I carried him to make me weary, the way some people rush into activity when their plans fail. If I sometimes recognized this, I found fault with my Aunt Lilian who had raised me to give too much importance to careers and causes and things of the mind, simply because she had never known, herself, any of the enjoyments of the body, and had, as a result, made me feel guilty now.”

/ɪ/ ; /ɪ/ ; /ɪ/ ; /iː/ ; /ʊ/ ; /e/

/ɪ/ ; /ɪ/ ; /ɪ/ ; /iː/ ; /ʌ/; /æ/

/iː/ ; /iː/ ; /iː/ ; /ɪ/ ; /ʌ/; /æ/

/iː/ ; /iː/ ; /iː/ ; /ɪ/ ; /ʊ/; /æ/

/iː/ ; /iː/ ; /iː/ ; /ɪ/ ; /ʌ/; /e/

adição.

exclusão.

oposição.

condição.

conclusão.

as tendências mencionadas no artigo são estritamente inovadoras e estão em voga atualmente.

o conceito de “spaced repetition” é uma das novas tendências no ensino de língua inglesa no contexto atual.

estudos nos anos 1930 apontaram que a revisão diária era a forma mais eficaz de retenção de informações.

os estudos sobre memória feitos por Hermann Ebbinghaus não causaram interesse em pesquisas posteriores.

o tempo gasto pelo professor para preparar materiais utilizando conteúdos online pode ser um fator de desmotivação.

in.

at.

on.

over.

about.

condicional.

voz passiva.

verbo frasal.

comparativo.

discurso indireto.

was located / has become / have being made / it noticed / has played / grew up / has been founded.

locates / was become / have been made / it is noted / has been played / was growing up / was founded.

is located / becomes / have being made / it notices / has been played / was grown up / has been founded.

is located / has become / have been made / it should be noted / has played / was growing up / was founded.

is located / became / have made / it should be noted / has been playing / was growing up / was founded.