O que dizem de nós
-
"Um elevado padrão de ensino, com grupos pequenos, que permite um bom nível de aprendizagem. Gostei do facto de os professores serem nativos da língua e da informalidade com que as aulas foram leccionadas."
-
"A prática foi muito boa, e com resultados imediatos."
-
"Eu recomendaria a inlingua porque oferecem um tratamento muito personalisado e cuidam muito dos alunos. As atividades também foram muito boas. Muito Obrigada!"
-
"The teachers were really good. They concentrated correctly on what I needed to learn"
-
"Adorei a professora e aprendi muito e gostava de continuar"
-
"Foi uma forma descontraida de "desenferrujar" a língua inglesa. Era esse o principal objectivo e acho que foi atingido"
-
"A professora dá as aulas com muita motivação!"
-
"Existiu a preocupação de adequar o curso ao nível linguístico de cada formando. Os termos abordados foram de encontro às necessidades individuais e gerais."
Curso de Inglês para Adultos Gama GPP - nível 3A
Curso de Inglês para Adultos Gama GPP - nível 3A
|
Unit |
Structural and lexical items |
Functions |
Themes/Situations |
|
Unit 1 |
adjectives with –ing / –ed endings, adjectives to describe language proficiency, extension of comparatives (the more/less/–er you ... the more/less/–er you ... .), since/as (because) |
describing language proficiency, writing a basic letter to request information |
talking about your experiences using English, your strengths and weaknesses, your objectives for the language course |
|
Unit 2 |
revision and extension of adverbs of degree, plenty of, descriptions with verbs (to) (it's a nice place to live, there's a lot to do), urban/rural-environment/amenities vocabulary |
describing places in detail (e.g. where you live / come from) and quality of life |
the environment |
|
Unit 3 |
to (refuse to, promise to...), gerund (think about –ing, avoid |
talking about interests and hobbies, explaining why you enjoy doing what you do, describing what impact your interests, etc. have on others |
hobbies and interests |
|
Unit 4 |
revision and extension of prepositions, furniture and household vocabulary |
describing position and layout, describing homes and interiors |
describing the home |
|
Unit 5 |
phrasal verbs, verbs + particles, food/ingredients/kitchen utensil vocabulary |
explaining what dishes are made of, describing recipes and cooking techniques |
food and recipes |
|
Unit 6 |
revision of 1st and 2nd Conditionals, extension of 2nd Conditional (Were... / Should..., use of continuous with 2nd Conditional), I wish, should/must (for assumptions), provided that |
expressing opinions and wishes, expressing agreement/disagreement (for/against), discussing imaginary scenarios |
debating current affairs and issues |
|
Unit 7 |
gerund (fed up with, capable of, afraid of...), without –ing, revision and extension of travel-booking vocabulary (restriction, deposit, refund...), revision and extension of train-travel vocabulary (sleeping coach, bunk bed...) |
making involved travel arrangements, discussing means of travel and traveling experiences |
travel arrangements and experiences |
|
Unit 8 |
3rd Conditional (would have, could have, should have, might have, if it hadn't been for), sea-travel vocabulary |
speculating about the past |
events that made history |
|
Unit 9 |
(whatever, whichever, whenever, whoever, wherever, however), the emphatic (I am concerned, I do believe, it is not possible...), use of 'get' as passive (to get arrested/killed...), either or / neither nor, few/little (for emphatically small quantities), by myself/yourself... (alone), TV-content vocabulary |
discussing what's on TV, describing a movie storyline |
television programs and movies |
|
Unit 10 |
to have something done, I'd rather..., to regret –ing, I wish (I hadn't), If only..., Not only but also, revision and extension of body-parts vocabulary |
expressing regrets, describing the human body |
the body and physical appearance |
|
Unit 11 |
adjectives (shape, texture, shade), revision and extension of size adjectives, multiple adjective order, compound adjectives, revision and extension of family vocabulary |
giving detailed descriptions of objects, describing extended family |
describing 'non-standard' objects |
|
Unit 12 |
revision and extension of passives, could/managed to/was able to, both/some/most/all of whom/which, tourist-guide rubric vocabulary (landmarks, nature trails, guided tours...) |
understanding tourist-guide rubrics and information, advising a foreign visitor about tourist sites, giving historical background information about places |
tourist destinations |
|
Unit 13 |
(must have, can't have, needn't have), I'd better, intend to/–ing, plan to, having (after having...), customs and immigration vocabulary |
understanding customs and immigration rules and requirements, describing plans and intentions, questioning explanations and claims |
customs and immigration formalities |
|
Unit 14 |
future continuous, future perfect simple, future perfect continuous, crime vocabulary |
describing continuous and conclusive actions in the future |
crime and the police |
|
Unit 15 |
conjunctions and link words (although, in spite of, despite, however, even if, even though), the subjunctive, employment vocabulary |
describing rules and regulations related to employment, talking about work-related issues and experiences |
the world of work, working abroad |