Animais de estimação em inglês

animais de estimação em inglêsVamos aprender como dizer em inglês as principais palavras para falar sobre animais de estimação em inglês. Os principais termos para animais, ração e tudo que eles usam.

  • Animais
    • Animal de estimação – pet
    • Cachorro – dog
    • Filhote de cachorro – puppy
    • Gato – cat
    • Filhote de gato – kitten
    • Porquinho da Índia – guinea pig
    • Coelho – rabbit
    • Peixe – fish
    • Pássaro – bird
  • Material para animais
    • coleira – collar
    • correia – leash
    • gaiola – birdcage
    • alpiste – birdseed
    • comida para cachorro – dog food
    • comida para gatos – cat food
    • aquário – fish tank
    • comida para peixes – fish food
    • caixa de areia para gatos – litter box

 

 

 

Como entender sotaques diferentes?

Apesar de todo o hype de alguns anos atrás sobre o mandarin, o inglês continua se firmando cada vez mais como uma língua franca – língua usada para comunicação internacional. O efeito colateral disso é que a velha pergunta sobre aprender inglês americano (veja nosso post sobre isso nesse link) está ainda mais defasada.

Atualmente, você deve se focar em aprender inglês e se preparar para compreender e se comunicar com americanos, britânicos, alemães, chineses, japoneses e indianos. Claro que a grande pergunta que se faz é como entender estes sotaques tão diferentes? A resposta é exatamente a mesma que pode ser dada para “Como melhorar meu listening?” – Prática, prática e mais prática.

A chave para compreender o que o falante de inglês de outros países diz,  é acostumar seu ouvido para o modo como ele pronuncia as palavras. Uma exemplo clássico é saber que japoneses não diferenciam o “r” e o “l” com facilidade portanto ao falar com japoneses, deve-se esperar que isso vá acontecer, e sempre usar o contexto para ajudá-lo a entender o que está sendo dito.

Mas como conseguir essa prática e esse traquejo de saber como o falante de cada idioma pronuncia o inglês? A internet ajuda muito. O youtube tem uma infinidade de vídeos de falantes de inglês do mundo todo, que você pode assistir para praticar. Além disso, um site específico para a prática de sotaques é o IDEA – International Dialects of English Archive que traz gravações de falantes de várias partes do mundo falando em inglês.

Pratique e da próxima vez que tiver que falar inglês com um não nativo, posso garantir que sua tarefa será bem mais fácil.

 

Apps para aprender inglês funcionam mesmo?

logotipo duolingoSempre fui defensor da visão de que a aula de inglês é o que menos conta no aprendizado. O que realmente define quanto alguém sabe um idioma ou qual seu nível de fluência é o quanto você pratica e usa o idioma. Se a internet sempre foi uma ferramenta excelente para conhecer novas palavras e praticar o idioma em chats com nativos, apps que tem surgido nos últimos anos adicionaram  as estratégias de gamificação e aprendizagem em rede para facilitar o aprendizado.

É claro que os apps sozinhos, como qualquer outra ferramenta, não garantem o aprendizado, mas se aplicados como parte de sua prática de inglês podem sim ajudar muito. Veja alguns dos principais apps abaixo.

 Rosetta Stone

A Rosetta Stone é uma das pioneiras em uso de sistemas multimídia para ensino de idiomas, no mercado desde 1992, agora está oferecendo seu material em apps, disponíveis para IOS, Android a Nook.

Saiba mais

Duolingo

O mais famoso dos apps para aprendizado de idiomas tem a vantagem de ser totalmente grátis, diferente do Rosetta Stone, e é, além disso, muito interativo e divertido. Como dito no site, cada lição é um jogo. Os conceitos de gamificação são muito bem usados e o aplicativo pode ser usado puramente para diversão. O app fornece também um certificado atestando seu nível de proficiência – a um custo de 20$. O Duolingo pode ser usado no seu navegador ou em apps para IOS, Android e windows phone.

Saiba mais

LearnEnglish Grammar

O app oficial to British Council (um de muitos que eles oferecem) é voltado para a prática de gramática e tem versões em inglês americano e britânico. O conteúdo básico é grátis, mas mais unidades podem ser compradas a 0.99$ cada. Um preço bem razoável para material que vem com um selo de qualidade de peso.

Saiba mais sobre o LearnEnglish Grammar e os outros apps do British Council aqui.

Estes são apps especificamente para o aprendizado de inglês, mas lembre-se de que o importante, como dito no início do post, é a prática. Qualquer app em inglês pode servir para você aprender vocabulário novo e praticar sua leitura e compreensão.

Você usa algum outro app interessante para aprender ou melhorar seu inglês? Deixe um comentário falando dele.

Cambridge Day 2013 – part 4 -Grammar in the upper levels

One more post about the Cambridge Day 2013 in São Paulo, and once more reporting about a talk given by Michael McCarthy.

After lunch break, professor McCarthy returned for one more talk, now about grammar in the upper levels, discussing what kind of content should be taught to advanced students and what the focus should be.

The whole question of what grammar to teach stems from the problem that it is hard to choose what grammar to teach in advanced levels – post B2 – a problem that is shown by the fact that most books choose different points to teach as grammar at those levels.
A common sollution is to choose difficult – and normally rare – constructions to teach students. Something that is not normally taken into account is how relevant it is for students to learn this grammar – how useful it will be for learners in real life.

A solution he proposed was a shift from this point of view from teaching rare and difficult grammar to other kind of grammar structures, such as:

Common constructions not often taught

Things people normally say in conversations but which might be frowned upon by the traditional grammar, such as ellipsis, which we can see in sentences like: “Ever been to Brazil?” or “Finished?”

Known items but with new meanings

The example given to illustrate this was the future perfect, normally taught in the context “By the end of the year I’ll have …“.

It could be taught in advanced levels in the context of making assumptions, whether present or past. As in: “You will have been given a handout as you entered the room.” or  “You will have heard about the story…

Known meanings but different structures

Sometimes we just teach a specific structure for a meaning, and there are several other structures that could convey the same idea. For example with the conditionals. Below are some of the structures that can be used to express a condition but are  normally not taught in this context:

Imperatives: “Ask anyone and they will tell you…”, “Go to any supermarket and you’ll see.”

were+subject+infinitive: “Were I to do that…”

had: “Had I known…”

should: “Should you have any problem, please call me.”

Revisiting fossilized errors

There are issues that even after years and years remain as a problem for some students. As a part of polishing students’ language, solving these problems should be a priority.

Ok, we have just one more post about the Cambridge Day to go. Hope you guys are enjoying and finding them helpful. You can find the other posts of this series in the links below:

http://englishatwork.com.br/cambridge-day-2013-part-1/

http://englishatwork.com.br/cambridge-day-2013-part-2-cidadao-pro-mundo/

http://englishatwork.com.br/cambridge-day-2013-part-3-michael-mccarthy/

Cambridge Day 2013 – Part 3 – Michael McCarthy

After the morning coffee break, it was Professor McCarthy’s turn to take the stage with his talk “Profiling English – Spoken Fluency and the CEFR“.

00002966

The talk started discussing the concept of fluency and its importance to learners and general public, being the only technical term about language learning and acquisition that is shared by teachers, researchers and the everyone else. Fluency is extremely important because it affects speakers lives, whether professional, academical or personal.

Something very interesting is the thought that fluency involves both sides in a conversation.

The Common European Framework was briefly presented, with its different levels and the different performance expected in each level. (for more about the CEFR check our post on the topic: http://englishatwork.com.br/voce-sabe-o-que-e-o-common-european-framework-cefr/ (in Portuguese)

From the definitions in the CEFR for fluency, Professor McCarthy explored the Conventional Criteria for spoken fluency, as follows:

  • Speed of delivery

It is context dependent: For example a lecture has a much lower speed than a friendly conversation which has around 10,000 words per hour.

  • Pauses

Pauses in a fluent conversation are about half a second long and any difference in it may cause some unease on the other person. Pauses should, also, never happen in the middle of chunks of language, or it might change the meaning by adding some extra stress to  the phrase.

Other criteria for fluency include:

  • Dysfluencies
  • Automaticity

To these criteria, McCarthy added some questions:

  • Can the learner use chunks of language accurately and automatically?
  • Can the learner link their turn smoothly to the previous speaker?
  • Can the learner use a repertoire of small interactive words (just, actually, I mean…)?

Finally, he added that fluency also includes the ability to take turns appropriately   in communication and linking your speech to the one of the person you are talking to. This was done in context of the research of Tao(2003) – full reference at the end of the post on what words open a speaker’s turn in a dialogue.

Some of the most common turn openers are words like: yeah, well and right. Words that show a reaction to the speech that has just happened, which helps the conversation to move on.

McCarthy also pointed out that the word “the”, despite being one of the most common in the English Language is not common in the beginning of a turn of speech, unless it is part of a chunk, because it does not create a reaction to what has been said on its own.

For more information about the English Profile he recommended the website www.englishprofile.org, which has several free resources available for download.

For a longer look at this subject you can also check the article Rethinking Spoken Fluency from the magazine ELIA available at http://institucional.us.es/revistas/elia/9/3.%20McCarthy.pdf

References

Tao, H. (2003). Turn initiators in spoken English: A corpus-based approach
to interaction and grammar. In P. Leistyna & C. F. Meyer (Eds.).
Corpus Analysis: Language Structure and Language Use (pp.187-
207). Amsterdam: Rodopi.

 

Cambridge Day 2013 – Part 2 – Cidadão pró-mundo

For our second post about the Cambridge day 2013, we’ll talk about the presentation of Cidadão pró-mundo – an NGO that aims to bring English lessons for free to disenfranchised  children and teenagers  from poor communities in Brazil.

cidadão pró-mundo

This edition of Cambridge Day was really great at showing social responsibility. Besides taking food donations as admission fee, which added up to around 1ton. food to be given to  Associação benção de paz – www.bencaodepaz.org.br, Cambridge University Press has also invited the NGO Cidadão pró-mundo to show their work to the attending teachers and also have a booth in the event where they could talk more about the work they do, take donations and get the contacts of possible volunteers.

Sarah Morais presented Cidadão pró-mundo, an exciting young NGO where volunteers give up one day a month teach children and teenagers on the weekend. Founded in 1997, the NGO has been expanding yearly, having a 400% growth over the last two years. Now they have eight  branches Both in São Paulo and Rio de Janeiro states with 700 students.

Sarah presented a great video that could show both the team of volunteers and the effects the NGO has been causing on the lives of their students.

Something that really impressed me was the fact that the majority of the volunteers in the project are not professional English teachers and that’s where we  professional teachers could really come in, lending them a helping hand and providing training to those volunteers.

Besides, Cidadão pró-mundo is also looking for donations to help them maintain and expand their work. You can adopt a student for R$15.00 a month (which is less money than a Hamburger costs in many places, but can make a huge difference in a kid’s life). You can help them donating on their website through paypal.

Visit their website: http://www.cidadaopromundo.org.br/, like their page on facebook, and learn more about this amazing job.

On the next post, we’ll have something about Michael McCarthy’s talk on Spoken Fluency and the CEFR. Check also our post on the first talk of Cambridge day 2013 with the highlights of John Corbett’s Talk.

Cambridge Day 2013 – Part 1 John Corbett

Something new here for the teachers who visit the website: We’ve been to Cambridge Day 2013 in São Paulo – the special edition, and even though it was a full house I know many of you couldn’t be there, so I’ll post here some of the highlights of the event.00002966After a nice warm up, Professor John Corbett took the stage to deliver his talk on Intercultural Language Activities.

The intercultural aspect of learning a language can help a lot, not only in communicating with natives, but also by lowering barriers students may have against learning the language. It is a great way to show how a language – English – can be present in the local culture, even if you’re not traveling abroad.

Some interesting ideas he mentioned:

Exploring Signs in English

It’s a good idea to have students go around the city and check the signs that use the English language in Brazil. Have them analyze the sighs:

  • what signs use English?
  • Are there signs in other languages too?
  • Is this use of english or other languages recent, or has it happened for a while?

Loafing and Lurking

This activity is great for students learning about a culture when they are abroad, it is actually, nothing more than going to a cafe and paying attention to other people and making notes while students are there eating.

  • What is the place like?
  • Do cafe employees wear a uniform?
  • What do people do there?
  • What kind of people go there?
  • How is the process for purchasing the coffee?
  • What is the expected behavior?

Such questions can bring some interesting insight on the  local culture.

Exploring domestic spaces

Another great idea for when students are abroad or come from different backgrounds is comparing homes in the different countries. What is there, what is different in home layouts? Is there a reason for those differences?

Building online communities to explore culture

With all new social networks online it is getting easier and easier to have your students meet online and exchange experiences with foreign students of English, so they can exchange experiences.

A website he recommended was  www.epals.com that has many interesting resources.

If you are interested in learning more about intercultural language education,  a great resource is Professor Corbett’s blog: Loafing and Lurking

Probably my longest post here and it was only the first part… coming up: Michael McCarthy, ONG cidadão Pró-mundo e Michael Tomlinson (with a video) .

 

 

 

Inglês Para Copa e Olimpíadas – Guia Para Profissionais de Serviço

Com os grandes eventos internacionais chegando, cada vez mais profissionais de serviços estão se preparando para poder atender melhor os turistas que sem dúvida virão para o Brasil, aprender inglês para copa e olimpíadas vira uma prioridade.

ingles para copa e olimpiadas

Este livro do Professor Jorge Onodera (professor da Universidade Estadual de Santa Cruz Mestre em Linguística Aplicada e Estudos da Linguagem pela PUC SP) visa exatamente esse público.

Bem no espírito da nossa seção “Real Life”, O livro traz frases prontas separadas por situações onde o inglês será usado no contato com turistas: Linguagem geral, transporte, alimentação, segurança e saúde. Traz ainda verbos irregulares e até mesmo curtas apresentações de atrações turísticas das cidades sede dos jogos da copa.

O livro vem com um CD para os alunos praticarem o listening e a pronúncia e não se pode deixar de elogiar a qualidade do livro – em papel couchê,  com diagramação que não só facilita o aprendizado mas também deixa a leitura mais agradável e motivante.

Também é interessante a opção da editora em lançar além do livro um curso online para que os alunos possam aumentar mais sua prática tendo melhores resultados.

Clique aqui para comprar o livro na livrariasaraiva.com.br

Ou clique aqui para comprar a versão com o curso online.

Networking like the Godfather – A business English text

A great text to practice your Business English and learn something about networking. The Godfather is an amazing movie, and there’s so much you can learn from it, including for business. Check this article about what you can learn about networking from the Corleone family.

By Brian Panichelle

the-godfather-1Many people are familiar with the Godfather Trilogy. The movies show up on almost everybody’s “Top Ten Lists”. Most people enjoy the movies for their action and suspense. However, businessmen like us can enjoy them as instructive examples of successful networking. I submit to you that the Godfather was one of the best networkers ever! I would like to point out three specific things we can learn from the Godfather-Generosity, Sincerity and Frequent Contact.

The first thing that set the Godfather apart was his generosity. People in the neighborhood knew that they could go to him when they needed a favor. He supported the businesses in the neighborhood with his patronage. He would offer to help when the business was in trouble, via loans, or entering into a partnership and providing financial backing. He gave plentifully to the church and to his friends and family. In fact he often made people offers that they could not refuse. When networking don’t make everything about you, but be sincere and give generously to your network partners.

Secondly, he was sincere: when the Godfather made a statement about what he was going to do, people took him at his word. They new that he could be trusted to do what he said he would do. He was sincere in his interest in seeing people succeed. He understood that when they made money, he made money. There was no competition, just opportunities for collaboration. He worked with others to make everybody profitable.

Thirdly, he was great at follow up and keeping in contact. Even if the Godfather was not personally walking into the neighborhood businesses and homes, his employees often were. He knew what was going on in the lives of the people in the neighborhood. He knew their trials and successes and was always in contact with them. It is difficult to be sincere with people if you are not regularly in contact with them. Make sure that you are not neglecting your relationships with your referral partners. Keep in touch with them, find out what is going on in their lives and take action to show you care. See how you can be of help.

These activities will heighten your visibility and credibility in your networks. The Godfather did not take out advertisements about his business or run propaganda campaigns about how great a guy he was. Yet people knew who he was. His reputation preceded him. Make sure that you are sending the right message in what you do. Your actions will speak louder than your words. Be active in your groups, be helpful to the members of the group. If you are just there to take from them, that is the message that will spread. This is a reputation that most of us do not want to precede us. We want people to want to meet us. This can only be accomplished if we take care of people-sincerely, generously and often.

So as you evaluate your networking, ask yourself, are you being sincere and generous often? These three things will allow you to have a network as powerful as the Godfather’s.

Article Source: http://EzineArticles.com/1408090

Como falar de gráficos em uma apresentação em inglês? Parte I

Growing-rate-graphA maioria das apresentações em inglês acaba sendo sobre números (e gráficos) de algum tipo – resultados trimestrais, vendas, market share entre outros.

Nesta primeira parte vamos ver algumas frases para falar de situações passadas, já terminadas.

Veja algumas frases que podem ajudar um pouco:

Falando de resultados passados

  • Last year sales increased by 10%.

As vendas aumentaram em 10% no ano passado

  • Between 2010 and 2012 our market share went from 20% to 35%.

Entre 2010 e 2012 nosso market share foi de 20% para 35%.

  • Our revenue fell to U$20,000,000.00 last quarter.

Nossa receita caiu para U$20.000.000,00 no último trimestre.

  • Over the last 5 years our share price fluctuated a lot before peaking at U$20.00.

Nos últimos cinco anos, o preço das nossas ações flutuou muito até atingir o máximo de U$20,00.