Caros professores... este website contem tirinhas de Histórias em Quadrinhos em Inglês. Achei bem interessante e compartilho com vocês.
Um abraço.
http://www.monica.com.br/ingles/comics/tirinhas.htm
quarta-feira, 20 de junho de 2012
segunda-feira, 18 de junho de 2012
"Mystery Picture" - by David Malatesta
This activity is a guessing game related to famous people.
WHEN TO USE IT
Pictures from magazines/newspaper.
PREPARATION
Select and cut out pictures of well-known people from magazines. Make sure the people are well-known to your students and not just famous in general.
PROCEDURE
WHEN TO USE IT
- To practice/review yes/no question formation.
- To review content/biographies if the class covered famous people.
- To provide some competition in class.
Pictures from magazines/newspaper.
PREPARATION
Select and cut out pictures of well-known people from magazines. Make sure the people are well-known to your students and not just famous in general.
PROCEDURE
- Hide the pictures under a piece of paper that has the paper cut into long strips, but still has a half inch seam on the left hand edge.
- Students ask yes/no questions about the person, and for every question, uncover a part of the picture by pulling back a strip of paper.
- Students try to guess the name of the person.
- Use PowerPoint and project the images as well.
- Students can bring in their own photos to use and make their own paper strips to hide the photo under.
sexta-feira, 15 de junho de 2012
Atreva-te!
Sexta-feira!!! Nada melhor que um vídeo motivador e light para começarmos bem o final de semana!!!
Beijos a todos e a todas... :-*
Beijos a todos e a todas... :-*
quinta-feira, 14 de junho de 2012
"Fly Swatter Game" - by David Malatesta
This is a competitive kinesthetic vocabulary game; students identify terms/phrases using listening skills and powers of observation.
WHEN TO USE IT
Fly swatters or rolled paper to "swat" at the photo; photos about the vocabulary on focus.
PREPARATION
Prepare terms, phrases, vocabulary to use in advance. It's best to use a big picture or a projector with the image (s). You can also ask your students bring the pictures to the class.
PROCEDURE
WHEN TO USE IT
- To review vocabulary
- To change up the energy level in class
Fly swatters or rolled paper to "swat" at the photo; photos about the vocabulary on focus.
PREPARATION
Prepare terms, phrases, vocabulary to use in advance. It's best to use a big picture or a projector with the image (s). You can also ask your students bring the pictures to the class.
PROCEDURE
- Divide students into teams;
- Place opposing students equal distance from pictures (turned towards you so that students cannot review pictures in advance);
- Choose a term, question, phrase that describes something that is on the picture;
- Students race to "swat" corresponding picture and/or item within;
- Whoever does so correctly wins. Keeping score is optional.
- Provide an image for each pair of students. They can compete against each other with the facilitator calling out words.
- Use minimal pair words and use the words in a sentence so students can identify which word.
quarta-feira, 13 de junho de 2012
"A indisciplina como aliada"
Paola Gentile, em artigo à Revista Nova Escola, afirma que: " Ela atrapalha e incomoda, mas se for trabalhada de forma adequada pode ajudá-lo a conquistar a turma neste novo ano."
Ano novo, novos desafios. O maior deles, provavelmente, é conquistar a turma, fazê-la produzir mais do que o esperado, criar condições para que todos aprendam. Por isso, preparamos duas reportagens para começar as aulas com o pé direito. Veja aqui sugestões para transformar o pátio num verdadeiro ambiente educativo, capaz de reduzir a agressividade dos estudantes e ajudá-los a se tornar mais participativos e menos indisciplinados, o tema desta página.
Como lidar com os grupinhos que não param de conversar e não participam das atividades? E com os que, semana após semana, deixam de fazer a lição? Sem falar nos problemas mais graves, como a falta de respeito dentro da classe, os xingamentos e, o pior, as agressões verbais e físicas. Pesquisa realizada no ano passado pelo Observatório do Universo Escolar, em parceria com o Ministério da Educação, constatou que a indisciplina é uma das causas mais apontadas pelos professores para o fracasso do planejamento inicial.
Como lidar com os grupinhos que não param de conversar e não participam das atividades? E com os que, semana após semana, deixam de fazer a lição? Sem falar nos problemas mais graves, como a falta de respeito dentro da classe, os xingamentos e, o pior, as agressões verbais e físicas. Pesquisa realizada no ano passado pelo Observatório do Universo Escolar, em parceria com o Ministério da Educação, constatou que a indisciplina é uma das causas mais apontadas pelos professores para o fracasso do planejamento inicial.
"A família não impõe limites!" "É a televisão que educa as crianças." "Eles não estão a fim de nada, não têm jeito!" Quantas vezes você já não ouviu (ou proferiu) essas frases? Não há dúvidas de que boa parte do problema passa mesmo pela família, ausente e desestruturada, pelos programas de TV, cada vez mais violentos, e pelo próprio jovem, cujo caráter ainda está em formação. Mas saber disso não resolve o problema. Nesta reportagem, são apontados três caminhos para compreender e resolver a questão: a diferença entre autoridade e autoritarismo, a importância de compreender a necessidade que o jovem tem de se expressar e as vantagens de construir pactos com a garotada (tema também da coluna de estréia de Julio Groppa Aquino). Tudo para transformar a indisciplina em aliada.
Para ler o artigo na íntegra, acesse o link a seguir:
Para ler o artigo na íntegra, acesse o link a seguir:
segunda-feira, 11 de junho de 2012
Segunda chamada - Curso de Inglês On-line
ATENÇÃO
Caros alunos, professores e gestores
A lista dos alunos convocados para a segunda chamada do Curso de Inglês On-line já está sendo divulgada. Os gestores devem conversar com os alunos e realizar a matrícula deles até 15/06/2012.
Acessem o link a seguir para conferir os nomes dos alunos da sua escola contemplados com esta oportunidade.
Kisses and Hugs!
domingo, 10 de junho de 2012
Culture - the fifth language skill
What do we mean by 'culture'?
Many teachers quote the Dutch psychologist Geert Hofstede’s maxim ‘Software of the Mind’, the subtitle of his 2005 book ‘Cultures and Organisations’. What culture covers is the commonly held traditions, values and ways of behaving of a particular community. It includes what we used to call ‘British and American life and institutions’, ‘daily life’ and also cultural artefacts, such as the arts or sports. This is all interesting and sometimes useful knowledge and it is often included in textbooks.
However, there is also another level of understanding, of culture. This is how you develop cultural sensitivity and cultural skill. This covers how you build cultural awareness, what qualities you need to deal successfully with other cultures, and how to operate successfully with people from other cultures. This is often considered to be a business skill for adults, such as international sales managers or explorers. But if you think about it there is a set of skills also needed by refugee kids, ‘third culture kids’ following their parents as they are posted around the world, and students going abroad on gap years before university or overseas study grants. Therefore we could argue that the teaching of culture in ELT should include these things:
Culture – the fifth language skill
Why should we consider the teaching of a cultural skills set as part of language teaching and why should we consider it a fifth language skill, in addition to listening, speaking, reading and writing? I think there are two reasons. One is the international role of the English language and the other is globalisation.
Many now argue that the role of the English language in the curriculum is a life skill and should be taught as a core curriculum subject like maths, and the mother tongue. The reason for this is globalisation and the fact that to operate internationally people will need to be able to use a lingua franca. For the next twenty to thirty years at least, that language is likely to be English. That means that English will be a core communicative skill and will need to be taught early in the school curriculum. Many countries now introduce English at eight years old and many parents introduce their children to English at an even younger age, using ‘early advantage’ programmes.
The second argument is globalisation itself. You could say, ‘We are all internationalists now’. We are or will be dealing with foreigners in our community, going abroad more, dealing at a distance with foreigners through outsourcing or email, phone and video-conferencing. And this isn’t just for adults. Kids are interchanging experience and information through travel, keypal schemes and networks like Facebook. This is the time to develop the intercultural skills that will serve them in adult life.
Up until recently, I assumed that if you learned the language, you learned the culture but actually it isn’t true. You can learn a lot of cultural features but it doesn’t teach you sensitivity and awareness or even how to behave in certain situations. What the fifth language skill teaches you is the mindset and techniques to adapt your use of English to learn about, understand and appreciate the values, ways of doing things and unique qualities of other cultures. It involves understanding how to use language to accept difference, to be flexible and tolerant of ways of doing things which might be different to yours. It is an attitudinal change that is expressed through the use of language.
Conclusion
These are some of the big picture issues I would be delighted to exchange ideas on with you. In the next article we can look in more detail at some of the ‘nitty gritty’ operational issues that teachers and materials developers have to deal with in their daily lives.
Barry Tomalin. Link de acesso: http://www.teachingenglish.org.uk/articles/culture-fifth-language-skill Acesso em 10/06/2012.
Many teachers quote the Dutch psychologist Geert Hofstede’s maxim ‘Software of the Mind’, the subtitle of his 2005 book ‘Cultures and Organisations’. What culture covers is the commonly held traditions, values and ways of behaving of a particular community. It includes what we used to call ‘British and American life and institutions’, ‘daily life’ and also cultural artefacts, such as the arts or sports. This is all interesting and sometimes useful knowledge and it is often included in textbooks.
However, there is also another level of understanding, of culture. This is how you develop cultural sensitivity and cultural skill. This covers how you build cultural awareness, what qualities you need to deal successfully with other cultures, and how to operate successfully with people from other cultures. This is often considered to be a business skill for adults, such as international sales managers or explorers. But if you think about it there is a set of skills also needed by refugee kids, ‘third culture kids’ following their parents as they are posted around the world, and students going abroad on gap years before university or overseas study grants. Therefore we could argue that the teaching of culture in ELT should include these things:
- Cultural knowledge
The knowledge of the culture’s institutions, the Big C, as it’s described by Tomalin and Stempleski in their 1995 book ‘Cultural Awareness’.
- Cultural values
The ‘psyche’ of the country, what people think is important, it includes things like family, hospitality, patriotism, fairness etc.
- Cultural behaviour
The knowledge of daily routines and behaviour, the little c, as Tomalin and Stempleski describe it.
- Cultural skills
The development of intercultural sensitivity and awareness, using the English language as the medium of interaction.
Culture – the fifth language skill
Why should we consider the teaching of a cultural skills set as part of language teaching and why should we consider it a fifth language skill, in addition to listening, speaking, reading and writing? I think there are two reasons. One is the international role of the English language and the other is globalisation.
Many now argue that the role of the English language in the curriculum is a life skill and should be taught as a core curriculum subject like maths, and the mother tongue. The reason for this is globalisation and the fact that to operate internationally people will need to be able to use a lingua franca. For the next twenty to thirty years at least, that language is likely to be English. That means that English will be a core communicative skill and will need to be taught early in the school curriculum. Many countries now introduce English at eight years old and many parents introduce their children to English at an even younger age, using ‘early advantage’ programmes.
The second argument is globalisation itself. You could say, ‘We are all internationalists now’. We are or will be dealing with foreigners in our community, going abroad more, dealing at a distance with foreigners through outsourcing or email, phone and video-conferencing. And this isn’t just for adults. Kids are interchanging experience and information through travel, keypal schemes and networks like Facebook. This is the time to develop the intercultural skills that will serve them in adult life.
Up until recently, I assumed that if you learned the language, you learned the culture but actually it isn’t true. You can learn a lot of cultural features but it doesn’t teach you sensitivity and awareness or even how to behave in certain situations. What the fifth language skill teaches you is the mindset and techniques to adapt your use of English to learn about, understand and appreciate the values, ways of doing things and unique qualities of other cultures. It involves understanding how to use language to accept difference, to be flexible and tolerant of ways of doing things which might be different to yours. It is an attitudinal change that is expressed through the use of language.
Conclusion
These are some of the big picture issues I would be delighted to exchange ideas on with you. In the next article we can look in more detail at some of the ‘nitty gritty’ operational issues that teachers and materials developers have to deal with in their daily lives.
Barry Tomalin. Link de acesso: http://www.teachingenglish.org.uk/articles/culture-fifth-language-skill Acesso em 10/06/2012.
quarta-feira, 6 de junho de 2012
Let's work with songs...
Caros professores, segue link de acesso a site com lições utilizando músicas.
Enjoy it!
http://www.musicalenglishlessons.org/music-index.htm
Enjoy it!
http://www.musicalenglishlessons.org/music-index.htm
Como trabalhar com os diferentes níveis da turma na aula de inglês?
Olá pessoal... achei a reportagem bem interessante! Sandra Baumel Durazzo, diretora da Target Idiomas, responde à dúvida sobre o ensino do inglês em uma classe composta por alunos com maior e menor familiaridade com a Língua Estrangeira.
Segue o link...http://revistaescola.abril.com.br/fundamental-2/como-trabalhar-diferentes-niveis-turma-aula-ingles-639903.shtml
sábado, 2 de junho de 2012
Intercultural Studies
Estive presente na E. E. "Miguel Marvullo", à pedido da professora de Inglês Sandra, para realizar uma palestra aos alunos do Ensino Médio sobre Intercâmbios Culturais e contar a minha experiência no Canadá. Falei a 3 turmas da 1ª série e a 1 turma da 3ª série do EM. Todos os alunos estavam envolvidos com tema, muito curiosos e interessados em saber detalhes. Foi uma experiência muito gratificante. Agradeço o convite da professora e parabenizo a sua iniciativa. A contextualização dos temas abordados em sala de aula é fundamental para o sucesso da aprendizagem. Congratulations!
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