Inglês da Professora Denise Mardegan

Level:  Beginner to Mid-Intermediate Time : 15-30 minutes Skill:  Speaking and Listening Function : Developing Fluency, Reviewing Adjectives, Reported Speech Vocabulary Words : 23 Adjective List (provided) Materials Required:  None, Photocopy (optional) Preparation : If no photocopies are made, the adjectives can be recited by the teacher as a listening activity. The sentences can either be dictated, or written on the board. Activity: 1.Students are put into pairs or groups of threes. The teacher gives students five minutes to associate an opposite with each adjective. Some answers may vary, e.g. smelly/fragrant or smelly/odorless. 2.Review the answers of part one with the students. 3.Students are given another five minutes to complete the second activity. Answers are then reviewed in class. 4.Students are given fifteen minutes for Part III. Students should be encouraged to ask a second question (follow-up question) to continue the conversation. Emphasi

Celine:  So Carlos, how is the new job treating you? Carlos: Great! I think I landed a good one this time. Celine: Oh, that´s great.  So it´s much better than your last company, huh? Carlos: Absolutely! You know how much I griped about working there. My new company really does a lot for us. They have some really good fringe benefits such as a gym memberships. Friday parties and they even will pay for graduate school. Celine: So your old company never did any of this? Carlos: Are you kidding me? It was like those Viking movies, you know,  when everyone is rowing the boat and they have the one guy whipping them and screaming "Faster, faster!" No way . This new company is much better and more organized. They seem to value us  more and I think there will be many more oportunities to movie up. Celine: Yeah, that is one thing that is really pissing me off  with the way companies are doing business now. It seems like they only care about numbers and cashing it. Carlos:

(sound of a car moving) Lenny: Are you almost there? Brian: Not quite Lenny: How far is it now? Brian:  It should take us another twenty minutes or so. Are you tired of sitting? Lenny: Yeah. I feel like stretching my arms and legs. Brian: OK. We can make a pit stop at the gas station. I could use a break from driving too. Lenny: That would be great. (sound of car stopping at the gas station, cars opening and closing) Brian: Oh good! Do you wanna have some coffe or something? Lenny: I think soyou at the convenience store ina a little while I have to go pee first.I'll meet Brian: OK! (a few minutes later Lenny is back  at the convenience store) Lenny: Hey Brian, look what I found here! Brian: A tourist map? Lenny: Actually is more like a detailed tourist guide with info on all the attractions of the regions. I didn´t know there was a park with a lake just a couple of miles from here. They have kayaks and boats for rent there. Brian: Sounds in

We use  comparative adjectives  to describe people and things: This car is certainly  better  but it’s much  more expensive . I’m feeling  happier  now. We need a  bigger  garden We use  than  when we want to compare one thing with  another : She is two years older  than  me. New York is much bigger  than  Boston. He is a better player  than  Ronaldo. France is a bigger country  than  Britain. When we want to describe how something or someone  changes  we can use  two comparatives  with  and : The balloon got  bigger and bigger . Everything is getting  more and more expensive . Grandfather is looking  older and older .  We often use the with comparative adjectives to show that one thing  depends on another : When you drive faster it is more dangerous > The faster you drive, the more dangerous it is. When they climbed higher it got colder > The higher they climbed, the colder it got. Superlative adjectives: We use  the  with a superlative: It was  the happiest

State verbs State verbs express states or conditions which are relatively static. They include verbs of perception, cognition, the senses, emotion and state of being: Examples of state verbs appear believe belong consider consist contain cost doubt exist fit hate hear have know like love matter mean need owe own prefer remember resemble seem suppose suspect understand want wish State verbs are not normally used in continuous forms: I am needing a new phone.  I  need  a new phone. Who is this bag belonging to?  Who  does  this bag  belong  to? They are seeming tired.  They  seem  tired. Action verbs Action verbs (also called dynamic verbs) express activities, processes, momentary actions or physical conditions: Examples of action verbs ache arrive ask call change cook dance eat fall feel go grow have help hit hurt itch kick knock leave melt  read say shrink sing speak talk throw travel watch They may be used in continuous forms: Who  was  he  dancing  with?

OTHER WAYS TO SAY YOU’RE BEAUTIFUL Have you seen someone you just can’t take your eyes off of? Not sure how to tell them what you think of them? Have you already said you think they’re beautiful? If so, then here are some other ways of expressing yourself! Just remember that some of them can only be used if you are quite close to the other person, if you don’t know them well, then choose your words carefully! TO A GIRL You’re very beautiful You’re very pretty You look as pretty as always You’re so adorable You look drop dead gorgeous You have the most beautiful eyes (or another feature that you like e.g. smile, nose, lips etc.) I think you’re very attractive Wow, you’re gorgeous I think you’re stunning! I think you’re super cute You look hot I love the way you look today/tonight You have looks to die for You look so radiant You look absolutely fantastic You look great You’re beyond gorgeous Watching you is like listening to angels sing You look ou