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Apropriado para escolas de idiomas.O objetivo deste livro é munir o professor com uma gama de comandos e/ou ações.Os alunos são atores envolvidos em simulações e/ou atividades no Brasil.O método não força o aluno, é muito eficaz com crianças, adolescentes e adultos.O aluno aprende a língua de forma espontânea, é uma maneira divertida de estudar. O aluno é capaz de compreender a língua-alvo com facilidade.Os significados das palavras são compreendidos por meio de ações. O aluno desenvolve as quatro habilidades: a escuta, a fala, a leitura e a escrita através de ações.O método pode ser utilizado em classes grandes, pequenas e individuais.
This volume presents 16 original studies of variation in languages representing the three main European language families, as well as in varieties of Greek and Hungarian. The studies concern variation in or across dialects or dialect groups, in standard varieties or in emerging regional varieties of the standard. Several studies investigate a specific linguistic element or structure, while others focus on areas of tension between variation and prescriptive standard norms, on regional standard varieties and regiolects, on problems of linguistic classification (from folk linguistic or dialect geographical perspectives) and the classification of speakers. Language acquisition plays a main role in three studies. The studies in this volume represent a range of methods, including ethnographic and 'interpretative' approaches, conversation analysis, analyses of the internal and geographical distribution of dialect features, the classification and quantitative analyses of socio-demographic speaker background data, quantitative analyses of both diachronic and synchronic language data, phonetic measurements, as well as (quasi-)experimental perception studies. The volume thus offers a microcosmic reflection of the macrocosmos of world-wide research on variability in (originally) European languages at the beginning of the 21th century and the linguistic expression of cultural diversity.
This book clarifies the musical dramaturgy of comedy writer and musician Luiz Carlos Martins Penna (1815-48) – a notion that encompasses both the theatrical text and its performance. The corpus for this analysis is composed of twelve comedies by Martins Penna written between 1833 and 1846, divided into three groups, which I have called Lundu, Aria, and Alleluia. The sound universe made ​​up by the three groups of comedies covers African-Brazilian genres and musical-choreographic styles (batuque, fado, lundu, miudinho, muquirão), the transnational urban popular universe (lundu, tirana, quadrilha, marcha, waltz, caxuxa, tonadilla, polka), and modinhas and Italian opera, in addition to romantic concertos, Gregorian chant and Iberian religious theater (loas). To evaluate the multiple meanings acquired by the musical allusions inserted into the comedy texts and theatrical performances, this research reveals the network which included the author, actors, theater owners, publishers and the public, and other agents, such as black Catholic irmandades (brotherhoods), Freemasonry, and institutions linked to the imperial government. The sound universe of the comedies of Martins Penna are compared to the comedic axes of the Western theatrical tradition (a study of situations and characters) and the axes of performance (solo and chorus), contemplating the relationship between the repertoires written by Martins Penna and the repertoires of Brazilians and Portuguese artists, a mix of actors, singers and dancers, who performed in his comedies. The research questions the notion of authorship and reveals the importance of the partnership between theatrical writers, artists and publishers, through which the comedies of Martins Penna have reached the second half of the nineteenth century through the present.

Catalog

University of Texas. Library. Latin American Collection

Published: 1969

Total Pages: 802


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Contextos: Curso Intermediário de Português is an engaging and motivating course that takes learners from the intermediate to advanced level. The course allows students to systematically practise all four language skills as well as develop intercultural awareness. Each unit contains clear learning objectives linked to recognised standards as well as self-assessment checklists and review plans. This supports students to become autonomous learners by tracking their own progress and focusing on specific areas of difficulty. A companion website provides an interactive workbook with additional grammar and vocabulary practice to reinforce those within the book, as well as the audio to accompany the course. The course takes learners from the intermediate-low to advanced-low according to the ACTFL proficiency guidelines and from A2 to B2 according to the CEFR.