Questões

The physical elements that make up the sounds of a language.

The rules that determine the combination of sounds in a language.

Study the history of writing patterns. 

The mental representations of sounds in a language.

The minimum units of sound that distinguish words in a language.

It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency and accuracy as complementary principles underpinning communicative techniques following the native speakers’ pronunciation as a model; and uses the language in unrehearsed contexts.

It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in unrehearsed contexts.

It focuses on all the components of communicative competence, including grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency as the most important principle underpinning communicative techniques; and uses the language in unrehearsed contexts. 

It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes, having drills as a main technique; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in unrehearsed contexts. 

It focuses on all the components of communicative competence, including grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningless purposes; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in rehearsed contexts. 

Learners in the ESP classes are generally aware of the purposes for which they will need to use English. Having already oriented their education toward a specific field, they see their English training as complementing this orientation. Knowledge of the subject area enables the students to identify a real context for the vocabulary and structures of the ESP classroom. In such way, the learners do not take advantage of what they already know about the subject matter to learn English.

The term "specific" in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies.

ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism.

The teacher arranges the conditions for learning in the classroom and sets long-term goals and short-term objectives for students’ achievement. His/her knowledge of students' potential is central in designing a syllabus with realistic goals that considers the students' concern with the learning situation. 

English as a Second Language (ESL) and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills (listening, reading, speaking, and writing) are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. 

letter. 

stand.

it.

interposed. 

between. 

3

4

1

2

5

B está convidando A para trabalhar junto. 

B está sugerindo que não irá à festa por causa do trabalho. 

B está afirmando que irá à festa. 

B está declarando que gosta de festas. 

/z/

/s/

/t/  

/c/

/k/

/ði:/ – /ðə/

/ðə/ – /ðæ/

/ðə/ – /ði:/

/ðæ/ – /ði:/

I don't mind. 

If it don't hurt now. 

You're not the big fish. 

You are what they're feeding on. 

Where you can ring anybody's bell. 

"She sells seashells by the seashore." 

"All that glitters is not gold." 

"A journey of a thousand miles begins with a single step." 

"To be, or not to be: that is the question."