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Prefeitura de Linhares - ES
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In “Hence, I pray that our Heavenly Father may assuage the anguish of your bereavement”, HENCE means:
Observe the following set of minimal pairs to answer .
• Hit / Heat • Bit / Beat • Knit / Neat • Chip / Cheap • Live / Leave
The set of minimal pairs was used for oral practice being its specific target to distinguish vowel pronounciation. Mark the criteria that accounts for the vowel distintion existing in all of the chosen minimal pairs.
• Hit / Heat • Bit / Beat • Knit / Neat • Chip / Cheap • Live / Leave
The set of minimal pairs was used for oral practice being its specific target to distinguish vowel pronounciation. Mark the criteria that accounts for the vowel distintion existing in all of the chosen minimal pairs.
Read the text to answer.
A: So, I’ve decided I’m going to go to the bank and ask for a car loan.
B: That sounds like a good idea.
C: Well, you need a car.
B: Right.
A: Anyway, I was wondering if either of you would teach me how to drive.
B: Look, I’m very busy during the week, I'm trying to catch up with my deadline.
C: I’m in the same boat, but there must be a way...
A: What about the weekend? Say, Saturday morning? You both could take turns.
B: Fine with me!
C: Count me in!
The words reproducing pause, hesitation, redundancy, etc which might or might not be present in abbreviated form in the dialogue are:
The text below reproduces a classroom dialogue which was carried out targeting oral practice.
Teacher: Where did you go on the weekend? Student: I went to the park. Teacher: You went to the park? How nice! What did you do? Student: I played soccer. Teacher: You played soccer. Who played soccer with you? Student: My friends from school, my team. Teacher: Your friends from school, your team? Did you like it? Student: I loved it. Teacher: You loved it. Great!
Among the resources of classroom management, teacher’s speech is considered a key element. The repetition produced by the teacher in the above dialogue signals:
Teacher: Where did you go on the weekend? Student: I went to the park. Teacher: You went to the park? How nice! What did you do? Student: I played soccer. Teacher: You played soccer. Who played soccer with you? Student: My friends from school, my team. Teacher: Your friends from school, your team? Did you like it? Student: I loved it. Teacher: You loved it. Great!
Among the resources of classroom management, teacher’s speech is considered a key element. The repetition produced by the teacher in the above dialogue signals:
