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sábado, 13 de dezembro de 2025

2024 – Classe Final – Língua Inglesa – 1ª Chamada.

 📘 Exame de 2024 – Classe Final


Língua Inglesa | 1ª Chamada

Download via Google drive 

O Exame de Língua Inglesa da Classe Final – 1ª Chamada, referente ao ano de 2024, representa um momento decisivo na trajetória académica dos estudantes. Mais do que uma simples avaliação, este exame reflete o esforço, a dedicação e o conhecimento adquiridos ao longo do percurso escolar.


A prova avalia competências essenciais como compreensão de textos, uso correto da gramática, vocabulário, escrita e interpretação, reforçando a importância da língua inglesa como ferramenta de comunicação num mundo cada vez mais globalizado.


Para muitos candidatos, este exame simboliza o encerramento de uma etapa e o início de novos desafios académicos e profissionais. É também uma oportunidade para demonstrar maturidade, disciplina e confiança no próprio potencial.


Desejamos sucesso a todos os estudantes que enfrentaram este desafio, com a certeza de que o conhecimento adquirido será um alicerce sólido para o futuro.


📚 Estudar é acreditar num amanhã melhor.

sábado, 15 de outubro de 2022

Exame de Ingles 12ª classe 2021 Pdf

 Downoad exame de Lingua Inglesa 12ª classe  1ª época 2021

Para se prepar melhor aqui vai uma dica,  refazer os exames ja feitos os anos anteriores, aqui tem todos exames foitos nos ano 2021 em pdf asim tera a chanse de ter is  melhores resultados nos exames finais que estao prestes a decorer.

A principal meta da educação é criar homens que sejam capazes de fazer coisas novas, não simplesmente repetir o que outras gerações já fizeram. Homens que sejam criadores, inventores, descobridores. A segunda meta da educação é formar mentes que estejam em condições de criticar, verificar e não aceitar tudo que a elas se propõe.(Jean Piaget)


 Downoad exame de Lingua Inglesa 12ª classe  1ª época 2021









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quarta-feira, 20 de outubro de 2021

Cholera - TRABALHOS FEITOS - (INGLES)

 Índice

2.1. Symptoms. 4

2.3. Treatment measures. 4

2.4. Ways of prevention. 4

3. Conclusion. 6

 

1. Introduction

In a region, the basic conditions for senation do not always exist. It is these precarious conditions that create people's malaise, that is, illnesses. This English work talks about infectious disease in my region (Inhambane), a disease called cholera. It is important to go around this disease highlights four aspects to treat, namely: disease conceptualization, symptoms, forms of treatment and prevention measures. It should be noted that this work presents the following elements in addition to the introduction: development and conclusion.

 

2. Cholera

Cholera is an acute contagious bacterial intestinal infection caused by the lack of sanitation in the environment, personnel and with the food we consume.

This disease can become especially problematic during the rainy season, when homes and toilets flood and contaminated water accumulates in puddles.

2.1. Symptoms

Symptoms usually appear two to three days after infection, but they can appear within a few hours or up to five or more days. Cholera infection is usually mild and asymptomatic, that is, it has no symptoms, but sometimes it can be severe, resulting in diarrhea and nakusea or vomiting as common symptoms, and in other instances abdominal pain leg cramps.

2.3. Treatment measures

Patients with this infection can receive their treatments especially in the hospital by collecting stool samples or vomiting; After the diagnosis and confirmation of the infection, the cure is done in two ways: through the oral administration of liquids and solution of oral rehydration salts (ORS) or intravenous fluids, depending on the severity of the case, but some measures can also be used homemade as is the case of drinking boiled water.

2.4. Ways of prevention

Usually preventing this disease is simple, but it requires the personal and collective action of the community, that is, it is necessary to adopt some personal hygiene care and safe consumption of water and food;

It is always necessary to cover the toilet  so as not to attract flies, if you do not have the toilet we must bury the feces;

Avoid defecating only in the open air and/or in water;

Drink and use clean water;

Wash hands with water and soap or ash whenever preparing food, before meals, after using the toilet;

Wash food thoroughly before eating.

Put garbage in the proper places and keep them clean;

 

 

3. Conclusion

Being in a region surrounded by diseases, man is the key element that can intervene in the situation, showing his role in the community, applying his technical and scientific knowledge.

It is important to emphasize in this work that cholera is a possible disease to prevent and reduce the risk of contagion, but this depends on the effort of each node to sanitize the environment in which we live, take care of the food we consume and have clean habits personal. However, when this disease is not promptly treated, severe dehydration can occur, leading to serious complications and even death.

 

segunda-feira, 23 de setembro de 2019

Religion holds



 
Table of contents


VEJA O TRABALHO COMPLETO AQUI

Avery religion holds greatest role in society, in so doing, all human being should choose the religion freely, no one is forced to worship someone’s God.
Thus, this work talks about Judaism, basically, looking in its culture.


Simply put, Judaism is the way of life of the Jewish people. In the English-speaking Western world, “Judaism” is often considered a “religion," but there are no equivalent words for “Judaism” or for “religion” in Hebrew; there are words for “faith,” “law,” or “custom” but not for “religion” if one thinks of the term as meaning solely the beliefs and practices associated with a relationship with God or a vision of transcendence. The Jewish tradition is much broader than this. As a way of life, it includes the social, cultural, and religious history of a widespread and diverse community, including people who do and do not think of themselves as “religious.”
Judaism embraces the intricate religious and cultural development of the Jewish people through more than thirty centuries of history, stretching from Biblical times to medieval Spain to the Enlightenment, and then to the Holocaust and the founding of the modern state of Israel. The result is an experience that reflects the elliptical relationship between religious practice and people hood. From a religious perspective Judaism is a theistic system, but from a people hood perspective, it is also the group memory of the manifold communities and cultures formed by Jews through the ages. It consists not only of Torah (divine revelation) and mitzvoth (divine commandments), but also the diverse cultures of the Hebrew, Yiddish, and Ladino languages.
Judaism is perhaps best conceptualized as a triad with three points of reference: God, Torah, and the people of Israel (that is, the Jewish people). None is central; all are interdependent, with varying degrees of emphasis at various times. God is the God of Israel, the God of all creation, the one God. Torah embodies Judaism’s intellectual culture, focusing on the study, understanding, and interpretation of sacred texts. Israel focuses on Judaism as a historical culture and the civilization of a particular people; the “people hood” of the Jews includes customs and foods, arts and music, dance and folkways that are part of a way of life. Judaism is critically concerned with the evolving relationship between God, Torah, and the Jewish people, a relationship described as a covenant. In the covenantal triad, God emphasizes the vertical relationship of the Jewish people to the Divine; Israel emphasizes the horizontal relationship Jews bear to one another, and Torah is both vertical and horizontal, for it defines the way of life of a whole people lived in relationship to God.
These three connotations of Judaism as a monotheistic system, as a literary tradition, and as a historical culture are sometimes viewed separately. For example, there are Jews who see themselves as culturally Jewish, but who are also non-religious or atheist, often identifying more strongly with Jewish “people hood” than with traditional understandings of God and Torah. Even so, all Jews would recognize that these three points of reference have shaped and guided Jewish experience through the ages.
The great symbols of God, Torah, and Israel have assumed varying positions of prominence throughout Jewish history, and our discussion of them necessarily unfolds within an ongoing historical framework. Such a historical approach is critical for an understanding of contemporary Judaism, for Judaism is a historical tradition—in which history is valued in and of itself. In many ways, Judaism has always been the sum total of all the history of its God, texts, and people.
The vision of a universal, singular God is arguably one of the greatest religious innovations of the Jewish tradition among the world’s historic religious systems. Between 1500 and 500 BCE, the Israelite people of the ancient Near East began to articulate a radical new understanding of divinity. The ancient Hebrews were most likely “polytheistic,” believing in numerous deities representing different forces of nature and serving various tribes and nations. Eventually, however, early Hebrew visionaries and prophets began to speak boldly of one God as the creator of all existence, a view we have come to call “monotheism.” Expressing the multivalent nature of divinity as well as an insistence upon the oneness of God, early Hebrew authors gave God names such as Elohim (“gods”), Adonai (“my lord”), and the unpronounceable YHWH, from the same root as the verb "to be," the etymological source of the name “Jehovah."
From the perspective of Jewish tradition, all Jews share a common ancestry descended from Abraham and his wife Sarah, and are therefore part of the same extended family. The Torah attributes this commonality to the patriarch Abraham: in his covenant with God, Abraham was promised that he would become the father of a great nation. Fulfilling the promise, they had a son, Isaac, whose own son Jacob was renamed Israel, literally “the one who struggles with God” (Genesis 32:29). Israel is the name of a person, a people, and a land.
The patriarch Jacob, renamed Israel, fathered twelve sons, the progenitors of the historic twelve tribes. First, they were known as bnei yisrael (“the children of Israel”). To this day, members of the Jewish community describe themselves metaphorically as a “tribe” and “family.” Second, the children of Israel (bnei yisrael) became the nation of Israel (am israel), following their liberation from slavery in Egypt and the uniting of the Israelite clans by the decree of God. Third and finally, the pivotal stage in the biblical account of nation-building was the inheritance of the promised land of Canaan, which thereafter became known as eretz yisrael, the land of Israel.
From a historical perspective, however, it may be more appropriate to highlight the transformation of the Jewish people from a loose confederation of tribes into a unified nation in the period of the Israelite monarchy, beginning in the late eleventh century BCE. After a period of political and social flux, King David (c. 1000-960 BCE) united the kingdom of Israel around his capital city of Jerusalem. David’s son Solomon (c. 961-922 BCE) built a Holy Temple in Jerusalem, thereby unifying the rituals and worship of the Israelite tribes as well. Following Solomon’s death, however, his warring sons divided the kingdom between the northern Kingdom of Israel and the southern Kingdom of Judah.
Traditionally, Judaism today is conceived as a timeless and ongoing conversation between the Jews and God, based on centuries of religious development and voluminous writings. These legal and interpretative texts, arguably the sum total of the discussion, argumentation, and writings of rabbis through the ages, is commonly called “rabbinic” literature. Rabbinic literature is a religious textual compendium developed over the history of the Jewish people, particularly in the Second Temple period and afterward.
The rabbis designated their literature the Oral Torah, as opposed to the finalized canon of the Written Torah. While the Torah refers mainly to the five books of Moses, it also refers more widely to all of Jewish sacred literature. To ensure the durability and relevance of the Biblical tradition, rabbis drew a distinction between the written Torah dictated by God to Moses on Mount Sinai and the unwritten Torah dictated by God to Moses verbally. According to rabbinic tradition, this second tradition was passed down orally, eventually developed in writing by the rabbis of the third century CE in Palestine and becoming known as the Mishnah.
The philosophical endeavor to reconcile traditional religion with modern culture has long had a place in Jewish history. Philo of first-century Alexandria, Rav Saadia Gaon of tenth-century Babylonia, Maimonides of twelfth-century Spain and Egypt: many great Jewish thinkers have taken pains to integrate the Judaism of the Torah and the Talmud with the best of contemporary thought. Maimonides not only codified Jewish Law in his monumental work the Mishneh Torah, he also wrote Guide for the Perplexed, which addresses an educated audience perplexed by the contradictions of the Torah and Aristotelian philosophy. The book had a great influence on the development of Jewish intellectual traditions.


Conclusion

The various teachings of Judaism have often been regarded as specifications of central idea monotheism, one God, the creator of the world has freely elected Jewish people for a unique covenantal relationship with him.



domingo, 8 de setembro de 2019

Telephonist-FIPAG conpany.how many I assist you?

Telephonist-FIPAG conpany.how many I assist you?

Client-good morning, I would like to speack  with the technical service.   

Telephonist-certainly. May I ask who is calling?

Client-Her is Ronaldo Sebastiao from chambone-1 maxixe.

Telephonist-Oh Hello, Mr Ronaldo.May I ask wath the call is about?

Client-it’s about the line with take water to our houses.

Telephonist-the line? Can you describe the problem with the line?

Client-probably the line was broken with someone wich we don’t kow, we are losing a lot of water.

-Are there many houses without water .

Telephonist-in wich road you are?

Client-we are in maxixe chambone-1 during the road wich take you in fromt FARMA’S HOTEL
-I will be waiting for you.

Telephonist-we will send someone quickly, Thankh you for the information until soon.

Client-welcome.

Name of caller and bosiness
Person the caller wants to speck to, and bosiness
Rason of calling
Ronaldo Sebastiao
(maxixe chambone-1)
Technical services
(broken line )
To tell the technical service about the sitoation of the line

Having enough money is very important to me

Having enough money is very important to me

VEJA O TRABALHO COMPLETO AQUI

Having enough money means to have an amount of money that can support you in basic needs (shelter, food and clothes), because a human being needs it on his/her lifetime. That is why having enough money is important because it enables you to cover all of your needs. It also gives you a total control over your life, to have more freedom to carve your own path and less constraint on your choices, here we have an example about a young woman with a bright future and scholarships to the best universities, then she did not have enough money to support that (university), consequently she had to give up her dreams, forget about college and start working. This happened because her parents were destitute and needed her to support them. It is a sad story of an unrealized potential, and the only reason she did not realize her potential was that her parents were poor they had not enough money to support her studies. As well as she did not get to accomplish her dreams. Therefore miss of enough money in life is crucial.

Having enough money enable you to give to your children a better future. We can provide to them the best education, the best health care and the best start in life and this could give them many opportunities. With enough money you can give a best education to your children by taking them to university, providing the essential school material like computers, tablet, books, exercises book, etc. It means with enough money your children can conclude all high school degrees. About the best health care, you can give it to them by caring about the basic needs in which the best food will be available for them, it can also help them to improve their health by letting them lead a comfortable and health lifestyle, it means they will eat what they want not what they find at that time. And also it will not miss anything to wear, because clothes make part of well-being in terms of body protection. Having enough money also helps us live life to fullest, we enjoy adventures without worries, it also means less financial worries and instead of worrying to get a fortune or to be powerful or rich, you just worry about being able to put food on the table.

Having enough money means that you are not destitute, it avoids poverty and stress, it provides an emotional well-being, it means you don’t get stressed about how to acquire a certain thing or good, you live happily because you are able to get anything you want. It can make you feel good when you wake up every day, life satisfaction and you do not have to worry about all amount of money you have to pay. But when you do not have enough money everything seems to be expensive then you start thinking about stealing or robbing people while when there is enough money this kind thoughts don’t even come through your mind because anything you want you are able to get in other ways we can say that having enough money provides the basic necessities to survive and it makes our lives comfortable.


Debate


Debate
1.Definition
Is a formal discussion of ideas in a convincing will.
2. Defference between debate and discussion:
 A Debate is a form of formal discussion that involves argumentation between two people or groups and most of the time it follow some rules while Discussion is an exchange of opinions and ideas.
3.Debate strategies
in a debate you always have to:
·         think as you were your judge, not yourself;
·         think always comparatively
·         refer to your evidence whenever possible;
·         don’t forget that a debate is a team activity.
4.Purpose of a debate
in a debate, the debaters always attempt to persuade the listeners and the other  side that their point of view is correct.
5. Rules of debates
a) Right to speak
b) Submission
c) Procedural motions


quarta-feira, 31 de julho de 2019

English is not easy to learn by the students in Mozambican secondary schools

Table of contents                                                                                            
Abstract

1. Introduction

Background of the problem

1.2 Objectives

1.2.1. Aim

1.2.2 Objectives

1.3 CriticalQuestions

1.4. Hypothesis

2. Rationale/justification

CHAPTER I - LITERATURE REVIEW

1.1 CONCEPTS OF STORYTELLING

1.1.1The use of storytelling

1.1.2 Strategies to organize storytelling activities

1.1.3 Benefits of Using Storytelling

1.2 CONCEPTS OF SPEAKING

1.2.1 Attempting to define speaking

1.3 Theoretical framework

CHAPTER II:  METHODOLOGY

2.1. Type of Research

2.2. Population and Sample

2.3. Methods/data Collection Techniques

2.3.1 Questionnaire

2.3.2 Observation

2.3.3 Interview

2.4. Method of Analysis

2.5. Data Collection Plan

Chapter III: Data Presentation, Analysis and Discussion

3.1. Dissemination of results


CLICA AQUI & Download trabalho completo

REFERENCES

Abstract

The present research proposal is developed for the reason of having noted most students in Mozambican secondary schools, especially at Chambone Secondary School in Maxixe they end their grade 12 without speak English. It is a fact that the success in learning a language at first can be seen from the ability of the learner’s speaking. However, it is very hard for the beginners to speak the foreign language, especially English. There are a lot of reasons why they get difficulties in speaking, such as lack of ideas to tell, lack of vocabularies to express the ideas, lack of the chance to speak, and lack of the interesting teaching method that can motivate them to speak. Thus, this study attempts to investigate the effect of storytelling on students’ speaking ability and students’ attitudes toward its implementation of storytelling technique.

1. Introduction

English is not easy to learn by the students in Mozambican secondary schools. One of the basic skills in English is speaking. For the students, speaking exercise is difficult to try. Naturally, they feel confused on the rule, like: grammar, vocabulary, pronunciation, and fluency. Some of the students are afraid to be active in speaking. This phenomenon makes many students have low scores in speaking class. The English teachers state the most of the students complain that they do not understand how to speak English correctly. They say that learning English is confusing activity. It is caused by the teaching technique which is applied by them. The English teacher still implements the direct method, which places the teacher as a center of the class, while the students are less active. The teacher also not makes a good interaction with the students in teaching speaking process.

According to Zamdani (1998) teacher is not central focus in learning. Teaching speaking focuses on making the students active and creative. The students dominate the process of learning speaking; afterwards, it is dominated by the teacher or instructor. In this case, teacher is only the facilitator and controller who create the material, method and technique. Suggested by National Department (2004) the students should be able to communicate appropriately and correctly, in the interaction context and in simple short monologue, especially in describing something. Because of that thing, the teacher must conduct another technique to make the students more interesting to learn English, especially in teaching speaking process.

Therefore, this research proposal is aimed to analyze the use of storytelling as a technique to improve students’ speaking skills. The work is divided into three (3) chapters whereby, the first chapter is literature review. In this chapter, it will be presented different concepts of speaking ability as well as the concepts and use of storytelling to improve students ‘speaking abilities. The chapter two is about methodologies. This chapter will mention what methodologies the researcher will use to collect data in the field to validate the hypothesis of this paper. And in the last chapter 3, the researcher will say how data will be presented, discussed and analyzed.  

Background of the problem
During my internship process at Chambone Secondary School I noticed that students end their grade 12 without speaking English. This was a big barrier to work with them, especially when we were dealing with speaking activities because they were not able to discuss the tasks in English.Therefore, we assume that one of the reason that enable students to speak the language is because teachers do not use storytelling as a technique to develop students speaking skills and desire. When teaching speaking English for the students, especially in teaching speaking, it constantly have to keep in mind the fact that what we have in front of us is admixed class with expectations, motivation level, knowledge and last but not least, different learning styles. Thus, we need to vary our approaches and offer as much opportunity as possible to make the whole class find a little something to hold on too, expand and grow.

So, we think that as storytelling is at one of the simplest and quickest ways of establishing a happy relation between teacher and students in teaching and learning speaking process, and one of the most effective methods to make the students more interest in learning speaking and make the students to speak up bravely, it should be emphasized by teachers. Storytelling is a creative problem solving technique that relies on the background and experiences of students.



segunda-feira, 1 de julho de 2019

Topic: A reflection on Winners and Losers in Language Planning

Introduction

“Language planning is an attempt to interfere deliberately with a language or one of its varieties: it is human intervention into natural processes of language change, diffusion, and erosion.”  Stated Wardhugh (2006, p. 357). This is to say that Language planning is a deliberate effort to influence the function, structure or acquisition of language or language variety within a speech community.
During the process of planning a language there are winner and losers. And, given that winners and losers are noticed, the present assignment, thus, aims at bringing about a reflection on Winners and Losers in Language Planning. Here, some aspects concerning winners and others concerning losers in Language planning will be pointed out.

We live in a world of more than 6 billion people and by the most generous estimate 6,000 languages. Many of these are endangered or even dying. Dixon estimates that there may be actually as few as 4,000 languages spoken today with that number steadily decreasing. Each language encapsulates the world-view of its speakers: how they think, what they value, what they believe in, how they classify the world around them, how they order their lives. Once a language dies, a part of human culture is lost, forever. These are some of the facts about languages in general.
Additionally, Nettle and Romaine (2000), quoted by (Wardhaugh, 2006), voice a very similar view, say that as many as 60 percent of all languages are already endangered, and go so far as to claim that some of the endangered languages have much to tell us about the natural world, e.g., invaluable information about ecological matters, and even perhaps about the nature of reality. It has already been said that each language is a way of coming to grips with the external world and developing a symbolism to represent it so that it can be talked and thought about. Crystal (2000), quoted by (Wardhaugh, 2006), also deplores the reduction of language diversity brought about by language death.

quarta-feira, 29 de maio de 2019

Ingles11ª CLASSE, Texto EditoresPDF

Ingles11ª CLASSE, Texto EditoresPDF

Autor: Romão Beatus Paulo
Titulo: Inglês 11ª Classe
Editora: Texto Editores
Disciplina: Inglês
Classe: 11ᵃ
Idioma: Inglês
Formato: PDF
Ano de lançamento: 2009
Tamanho: 37 MB


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Inglês - 11ª Classe (Pearson) PDF

Autor: Auzinda Muapala, Patrício Singreia e Daphne Paizee
Titulo: English Language - Class 11
Editora: Pearson
Disciplina: Inglês
Classe: 11ᵃ
Idioma: Inglês
Formato: PDF
Ano de lançamento: -
Tamanho: 60 MB

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Inglês - 11ª Classe (Pearson) PDF

Inglês - 11ª Classe (Pearson) PDF

Autor: Auzinda Muapala, Patrício Singreia e Daphne Paizee
Titulo: English Language - Class 11
Editora: Pearson
Disciplina: Inglês
Classe: 11ᵃ
Idioma: Inglês
Formato: PDF
Ano de lançamento: -
Tamanho: 60 MB

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Ingles11ª CLASSE, Texto EditoresPDF

Autor: Romão Beatus Paulo
Titulo: Inglês 11ª Classe
Editora: Texto Editores
Disciplina: Inglês
Classe: 11ᵃ
Idioma: Inglês
Formato: PDF
Ano de lançamento: 2009
Tamanho: 37 MB


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