Atender à proposta
Inclua todos os pontos solicitados e considere leitor e finalidade. O modelo é uma possibilidade, não a única resposta correta.
The invitation states what, when and where, then asks for a reply.
B2
Um ensaio argumentativo
Sobre esta lição
Um ensaio argumentativo · B2. Inclua todos os pontos solicitados e considere leitor e finalidade. O modelo é uma possibilidade, não a única resposta correta.
Escreva sua resposta e depois compare com o modelo e os três critérios. É uma autoavaliação: não há nota automática de correção nem certificação de professor.
A escrita é revisada por você. Esta versão não atribui nota de idioma nem certifica seu nível.
2 questões
Salve para encontrar em Minha coleção.
EscritaB2
Building a balanced argument
Escreva sua resposta e depois compare com o modelo e os três critérios. É uma autoavaliação: não há nota automática de correção nem certificação de professor.
Write an original response to each task. Use the model only after drafting your own text.
Um pouco de clareza
Organizar a mensagem
Ordene as ideias de forma útil. Use frases e, quando necessário, parágrafos e conexões. Não acrescente conectores sem uma relação real.
I give the time first. Then I explain how to get there.
Revisar clareza e linguagem
Confira verbos, concordância, ortografia e pontuação. Use palavras que você entende e esclareça o que o leitor possa interpretar mal.
She works on Monday. We work on Tuesday.
Material de estudo
EscritaB2
Building a balanced argument
Escreva sua resposta e depois compare com o modelo e os três critérios. É uma autoavaliação: não há nota automática de correção nem certificação de professor.
Write an original response to each task. Use the model only after drafting your own text.
01 / 2P01Salve para encontrar em Minha coleção.
An education forum asks: Should every adult course include an online option? Use hypothetical examples rather than invented research statistics.
Write 200–260 words. Present a clear position, develop reasons with examples, address a counterargument and reach a justified conclusion.
Seu caminho de aprendizagem
01
Etapa 1 · Praticar a habilidade
0/1Atender à proposta
Inclua todos os pontos solicitados e considere leitor e finalidade. O modelo é uma possibilidade, não a única resposta correta.
The invitation states what, when and where, then asks for a reply.02
Etapa 2 · Praticar a habilidade
0/1Revisar clareza e linguagem
Confira verbos, concordância, ortografia e pontuação. Use palavras que você entende e esclareça o que o leitor possa interpretar mal.
She works on Monday. We work on Tuesday.Escrita
A escrita é revisada por você. Esta versão não atribui nota de idioma nem certifica seu nível.
Nenhum texto salvo ainda. Comece uma tarefa e seu rascunho aparecerá aqui.
Mapa da aula
B2Um ensaio argumentativo
Pontos da aula
Atender à proposta
Inclua todos os pontos solicitados e considere leitor e finalidade. O modelo é uma possibilidade, não a única resposta correta.
The invitation states what, when and where, then asks for a reply.Organizar a mensagem
Ordene as ideias de forma útil. Use frases e, quando necessário, parágrafos e conexões. Não acrescente conectores sem uma relação real.
I give the time first. Then I explain how to get there.Revisar clareza e linguagem
Confira verbos, concordância, ortografia e pontuação. Use palavras que você entende e esclareça o que o leitor possa interpretar mal.
She works on Monday. We work on Tuesday.Perguntas e respostas
Abrir uma resposta registra ajuda para essa questão.
An education forum asks: Should every adult course include an online option? Use hypothetical examples rather than invented research statistics.
Write 200–260 words. Present a clear position, develop reasons with examples, address a counterargument and reach a justified conclusion.
Resposta e explicação
Adult courses should normally offer some form of online participation, but a single model will not suit every subject. The aim should be meaningful access rather than simply placing a camera at the back of a classroom.
An online option can remove practical barriers. A learner who works changing shifts might watch an explanation later instead of abandoning the course. Someone with limited mobility may be able to participate without an exhausting journey. These benefits are especially valuable when the online material includes clear instructions and opportunities to ask questions.
However, access to a recording is not the same as access to learning. Practical courses may require equipment, supervision or interaction that is difficult to reproduce remotely. A beginner using unfamiliar tools, for example, may need immediate guidance. There is also a risk that online learners become a secondary audience whose questions are repeatedly overlooked.
For these reasons, requiring every lesson to operate in two formats could stretch a small teaching team too far. A better approach would combine reusable explanations with carefully chosen live sessions and suitable alternatives for practical work. Providers should tell learners clearly which parts require attendance before they enrol.
Online participation is therefore worth expanding, but its quality matters more than its mere availability. The strongest policy would support flexible routes while allowing course designers to explain justified limits. Offering a weak digital copy of every activity would create the appearance of inclusion without necessarily giving learners a fair chance to succeed.
An online option can remove practical barriers. A learner who works changing shifts might watch an explanation later instead of abandoning the course. Someone with limited mobility may be able to participate without an exhausting journey. These benefits are especially valuable when the online material includes clear instructions and opportunities to ask questions.
However, access to a recording is not the same as access to learning. Practical courses may require equipment, supervision or interaction that is difficult to reproduce remotely. A beginner using unfamiliar tools, for example, may need immediate guidance. There is also a risk that online learners become a secondary audience whose questions are repeatedly overlooked.
For these reasons, requiring every lesson to operate in two formats could stretch a small teaching team too far. A better approach would combine reusable explanations with carefully chosen live sessions and suitable alternatives for practical work. Providers should tell learners clearly which parts require attendance before they enrol.
Online participation is therefore worth expanding, but its quality matters more than its mere availability. The strongest policy would support flexible routes while allowing course designers to explain justified limits. Offering a weak digital copy of every activity would create the appearance of inclusion without necessarily giving learners a fair chance to succeed.
Um modelo possível, não um gabarito único. Autoavaliação: O leitor consegue encontrar todos estes pontos: posição definida, motivos desenvolvidos com exemplos, contraponto justo com resposta e conclusão coerente? Organização: Desenvolva razões, uma objeção justa e uma resposta em parágrafos; a conclusão deve decorrer da argumentação. “An online option can remove practical barriers.” → “However, access to a recording”. Linguagem: “Adult courses should normally offer some form of online participation, but a single model will not suit every subject.” A formulação expressa uma posição com condição ou limite; outra posição bem fundamentada também pode atender à proposta. Outras palavras e estruturas podem atender à proposta. Preserve os fatos fornecidos. Esta é uma autoavaliação, não uma nota automática de linguagem.
A local discussion asks: Should town centres replace some parking spaces with seating and trees? Use reasoned hypothetical examples, not fabricated local statistics. You may invent personal details; keep any facts supplied in this task.
Write 200–260 words. Argue a position, develop reasons, consider an opposing view and provide a balanced conclusion.
Resposta e explicação
Replacing some town-centre parking with seating and trees can improve public space, provided that the change is selective and access needs are taken seriously. The question should be how the street serves people, rather than whether every parking space must either remain or disappear.
Seating gives people a reason to stay without buying something. Older residents may need a place to rest between errands, while families can benefit from a comfortable meeting point. Trees may also make a street more pleasant, although their maintenance and suitability for the location must be considered. A poorly planned planting scheme can create costs without delivering the expected benefit.
The strongest objection concerns access. Some visitors cannot easily walk from a distant car park, and businesses need reliable deliveries. Dismissing these concerns as resistance to change would be unfair. A proposal should preserve accessible spaces near important destinations and include realistic loading arrangements. It should also consider whether public transport is a workable alternative at the times people actually travel.
A limited trial could test the idea before permanent construction. Temporary seating would let residents and businesses describe specific advantages and difficulties. Evaluation should include who uses the space and who finds journeys harder, rather than relying only on attractive photographs.
I therefore support replacing selected spaces, not applying an identical rule to every street. A successful scheme would improve everyday use while responding to genuine disadvantages. That requires observation, adjustment and maintenance, not just an appealing drawing.
Seating gives people a reason to stay without buying something. Older residents may need a place to rest between errands, while families can benefit from a comfortable meeting point. Trees may also make a street more pleasant, although their maintenance and suitability for the location must be considered. A poorly planned planting scheme can create costs without delivering the expected benefit.
The strongest objection concerns access. Some visitors cannot easily walk from a distant car park, and businesses need reliable deliveries. Dismissing these concerns as resistance to change would be unfair. A proposal should preserve accessible spaces near important destinations and include realistic loading arrangements. It should also consider whether public transport is a workable alternative at the times people actually travel.
A limited trial could test the idea before permanent construction. Temporary seating would let residents and businesses describe specific advantages and difficulties. Evaluation should include who uses the space and who finds journeys harder, rather than relying only on attractive photographs.
I therefore support replacing selected spaces, not applying an identical rule to every street. A successful scheme would improve everyday use while responding to genuine disadvantages. That requires observation, adjustment and maintenance, not just an appealing drawing.
Um modelo possível, não um gabarito único. Autoavaliação: O leitor consegue encontrar todos estes pontos: posição definida, motivos desenvolvidos com exemplos, contraponto justo com resposta e conclusão coerente? Organização: Desenvolva razões, uma objeção justa e uma resposta em parágrafos; a conclusão deve decorrer da argumentação. “Seating gives people a reason to stay” → “The strongest objection concerns access.”. Linguagem: “Replacing some town-centre parking with seating and trees can improve public space, provided that the change is selective and access needs are taken seriously.” A formulação expressa uma posição com condição ou limite; outra posição bem fundamentada também pode atender à proposta. Outras palavras e estruturas podem atender à proposta. Preserve os fatos fornecidos. Esta é uma autoavaliação, não uma nota automática de linguagem.