Casamento Real a vista!

Olá, alunos e amigos,

Seguem alguns fatos interessantes sobre casamento.

In English

Love and Marriage …

Some thoughts on love and marriage from the younger generation.

What exactly is marriage?

“Marriage is when you get to keep your girl and don’t have to give her back

to her parents!”

Eric, 6

Is it better to be single or married?

“It gives me a headache to think about that stuff. I’m just a kid. I don’t

need that kind of trouble.”

Will, 7

On love.

Love is the most important thing in the world, but baseball is pretty good

too.

Greg, 8

Why do newlyweds hold hands?

They want to make sure their rings don’t fall off because they paid good

money for them.”

Gavin, 8

What about kissing?

If it’s your mother, you can kiss her anytime.  But if it’s a new person,

you have to ask permission.

Roger, 6

What are the secrets of a long, happy marriage?

Don’t forget your wife’s name … That will mess up the love.

Erin, 8

How can you tell whether a couple is married?

You might have to guess, based on whether they seem to be yelling at the same kids.

Derrick, 8

Source: https://https://www.activityvillage.co.uk/

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Dislexia e outras diferenças de aprendizado

Quais são as diferenças específicas de aprendizado?

Vários termos são usados ​​para descrever alunos com dificuldades de aprendizagem em diferentes partes do mundo. Neste breve artigo, mostramos algumas das maneiras pelas quais as dificuldades de aprendizagem são agrupadas e definidas no Reino Unido e nos Estados Unidos da América.

No passado, as dificuldades de aprendizagem foram classificadas em sub-tipos distintos, tais como:

“Dislexia” ou “deficiência de leitura”

“Disgrafia” ou “incapacidade de escrever”

“Discalculia” ou “incapacidade de aprendizagem matemática”

«Dispraxia» ou «Transtorno de coordenação do desenvolvimento» (dificuldades de coordenação de movimentos)

Estes sub-tipos de dificuldades de aprendizagem representaram diferentes áreas do desempenho acadêmico que também influenciam a vida das pessoas fora da escola. Verificou-se, no entanto, que existe uma considerável sobreposição entre estes tipos de dificuldades de aprendizagem. Isso tornou muito difícil diferenciar os vários subtipos de maneira confiável.

A solução proposta no Reino Unido foi agrupar essas várias dificuldades de aprendizagem sob o rótulo de Diferenças de Aprendizagem Específicas. O Departamento de Educação do Grupo de Trabalho no Reino Unido (2005) propôs a seguinte definição:

“Os spLDs têm dificuldades particulares, que podem incluir ortografia, adquirir habilidades fluentes de leitura e redação e / ou manipular números que podem indicar que seu desempenho está bem abaixo de suas habilidades em outras áreas. Eles também podem ter problemas de memória de trabalho, habilidades organizacionais, linguagem receptiva e expressiva ou habilidades orais e auditivas, mantendo a concentração e a coordenação. ”

Essa definição inclui dislexia, dispraxia, discalculia e transtorno de déficit de atenção. A Associação Americana de Psiquiatria tomou uma decisão semelhante no DSM-5 (Manual Diagnóstico e Estatístico de Transtornos Mentais – American Psychiatric Association, 2013) e agrupou diferentes dificuldades de aprendizagem sob o termo “transtornos de aprendizagem específicos” (SLD).

Estes incluem três subgrupos de desordem:

distúrbio de aprendizagem específico com prejuízo na leitura

expressão escrita

matemática

O SLD na leitura inclui dificuldades de leitura no nível da palavra (isto é, dislexia) e dificuldades na compreensão da leitura em nível de texto. SLD em matemática é equivalente a discalculia na definição de SpLD utilizada no Reino Unido. O SLD, por escrito, está preocupado com a exatidão ortográfica, precisão gramatical e pontuação e clareza e organização da expressão escrita, e sua contrapartida no Reino Unido é disgrafia.

No DSM-5, o transtorno do déficit de atenção e hiperatividade (TDAH) é classificado nas doenças do neurodesenvolvimento, juntamente com os Transtornos do Espectro Autista (TEA). TDAH e TEA não pertencem diretamente ao grupo de LLDs, pois seus efeitos impactam áreas mais amplas da vida cotidiana, não apenas aprendendo dentro e fora dos contextos escolares.

In English

Various terms are used to describe students with learning difficulties in different parts of the world. In this brief article we show you some of the ways in which learning difficulties are grouped and defined in the United Kingdom and in the United States of America.

In the past learning difficulties were classified into distinct sub-types such as:

• ‘dyslexia’ or ‘reading disability’

• ‘dysgraphia’ or ‘writing disability’

• ‘dyscalculia’ or ‘mathematics learning disability’

• ‘dyspraxia’ or ‘developmental co-ordination disorder’ (difficulties with co-ordination of movement)

These sub-types of learning difficulties represented different areas of academic achievement which also influence people’s lives outside school. It was found, however, that there is a considerable overlap between these types of learning difficulties. This made it very difficult to differentiate the various sub-types in a reliable manner.

The solution proposed in the United Kingdom was to group these various learning difficulties under the label of Specific Learning Differences. The Department for Education Working Group in the UK (2005) proposed the following definition:

“SpLDs have particular difficulties, which may include spelling, acquiring fluent reading and writing skills and/or manipulating numbers which may indicate their performance is well below their abilities in other areas. They may also have problems with working memory, organisational skills, receptive and expressive language or oral and auditory skills, maintaining concentration and co-ordination.”

This definition includes dyslexia, dyspraxia, dyscalculia and attention deficit disorder. The American Psychiatric Association took a similar decision in DSM-5 (Diagnostic and Statistical Manual of Mental Disorders – American Psychiatric Association, 2013) and grouped different learning difficulties under the umbrella term specific learning disorders (SLD).

These include three subgroups of disorder:

• specific learning disorder with impairment in reading

• written expression

• mathematics

SLD in reading includes word-level reading difficulties (ie dyslexia) and difficulties with text-level reading comprehension. SLD in mathematics is equivalent to dyscalculia in the SpLD definition used in the UK. SLD in writing is concerned with spelling accuracy, grammar and punctuation accuracy and clarity and organisation of written expression, and its counterpart in the UK is dysgraphia.

In DSM-5 attention deficit and hyperactivity disorder (ADHD) is classified under neurodevelopmental disorders together with Autistic Spectrum Disorders (ASD). ADHD and ASD do not directly belong to the group of SpLDs as their effects impact wider areas of everyday life, not just learning in and outside school contexts.

Sobre Amor 💝 ❤️

It’s All About Love …

“They invented hugs to let people know you love them without saying anything.”

Bil Keane

“All you need is love. But a little chocolate now and then doesn’t hurt.”

Charles M Schulz

“The Eskimos had fifty-two names for snow because it was important to them: there ought to be as many for love.”

Margaret Atwood

“Only from the heart can you touch the sky.”

Rumi

“The law of love could be best understood and learned through little children.”

Mahatma Gandhi

“It didn’t matter how big our house was; it mattered that there was love in it.”

Peter Buffett

Q: What do you call a very small valentine?

A: A valentiny!

Source: https://www.activityvillage.co.uk/?utm_source=newsletter&utm_medium=email&utm_campaign=general

Em português

É tudo sobre amor …

“Eles inventaram abraços para que as pessoas saibam que você os ama sem dizer nada”.

Bil Keane

“Tudo o que você precisa é amor. Mas um pouco de chocolate de vez em quando não dói”.

Charles M Schulz

“Os esquimós tinham cinquenta e dois nomes para a neve porque era importante para eles: deveria haver tantos para o amor”.

Margaret Atwood

“Somente do coração você pode tocar o céu”.

Rumi

“A lei do amor pode ser melhor compreendida e aprendida através de crianças pequenas”.

Mahatma Gandhi

“Não importava o tamanho da nossa casa, importava que houvesse amor nela”.

Peter Buffett

P: O que você chama de namorada muito pequena?

R: Uma namoradinha!

Fonte: https://www.activityvillage.co.uk/?utm_source=newsletter&utm_medium=email&utm_campaign=general

Alunos que se formaram em 2017

Alguns de meus queridos alunos que com esforço e dedicação terminaram mais um ano letivo. Parabéns a todos!

Tradições de Ano Novo pelo mundo

Algumas dessas tradições, nós tbm fazemos no Brasil, outras já estudamos durante as aulas. Vale conferir e praticar sua leitura.

Many New Year traditions that we take for granted actually date back to ancient times. This year, ring out the old and ring in the new with a new New Year tradition—or two!

MAKE SOME NOISE

Making a lot of noise—from fireworks to gun shots to church bells—seems to be a favorite pastime around the world.

• In ancient Thailand, guns were fired to frighten off demons.

• In China, firecrackers routed the forces of darkness.

• In the early American colonies, the sound of pistol shots rang through the air.

• Today, Italians let their church bells peal, the Swiss beat drums, and the North Americans sound sirens and party horns to bid the old year farewell.

EAT LUCKY FOOD

Many New Year traditions surround food. Here are a few:

• The tradition of eating 12 grapes at midnight comes from Spain. Revelers stuff their mouths with 12 grapes in the final moments of the year—one grape for every chime of the clock!

• In the southern US, black-eyed peas and pork foretell good fortune. See our recipe for Good Luck Hoppin’ John!

• In Scotland—where Hogmanay is celebrated—people parade down the streets swinging balls of fire.

• Eating any ring-shaped treat (such as a doughnut) symbolizes “coming full circle” and leads to good fortune. In Dutch homes, fritters called olie bollen are served.

• The Irish enjoy pastries called bannocks.

• In India and Pakistan, rice promises prosperity.

• Apples dipped in honey are a Rosh Hashanah (Jewish New Year) tradition.

• In Swiss homes, dollops of whipped cream, symbolizing the richness of the year to come, are dropped on the floors—and allowed to remain there!

HAVE A DRINK

Although the pop of a champagne cork signals the arrival of the New Year around the world, some countries have their own beverage-based traditions.

Wassail, a punch-like drink named after the Gaelic term for “good health,” is served in some parts of England.

• Spiced “hot pint” is the Scottish version of Wassail. Traditionally, the Scots drank to each others’ prosperity and also offered this warm drink to neighbors along with a small gift.

• In Holland, toasts are made with hot, spiced wine.

GIVE A GIFT

New Year’s Day was once the time to swap presents.

• Gifts of gilded nuts or coins marked the start of the new year in Rome.

• Eggs, the symbol of fertility, were exchanged by the Persians.

• Early Egyptians traded earthenware flasks.

• In Scotland, coal, shortbread and silverware were traditionally exchanged for good luck.

PUT YOUR BEST FOOT FORWARD

In Scotland, the custom of first-footing is an important part of the celebration of Hogmanay, or New Year’s Eve Day.

After midnight, family and friends visit each other’s home. The “first foot” to cross a threshold after midnight will predict the next year’s fortune. Although the tradition varies, those deemed especially fortunate as “first footers” are new brides, new mothers, those who are tall and dark (and

handsome?) or anyone born on January 1.

TURN OVER A NEW LEAF

The dawn of a new year is an opportune time to take stock of your life.

• Jews who observe Rosh Hashanah make time for personal introspection and prayer, as well as visiting graves.

• Christian churches hold “watch-night” services, a custom that began in 1770 at Old St. Georges Methodist Church in Philadelphia.

• The practice of making New Year’s resolutions, said to have begun with the Babylonians as early as 2600 B.C., is another way to reflect on the past and plan ahead.

NEW YEAR’S FOLKLORE

Some customs and beliefs are simply passed down through the ages. Here are some of our favorite age-old sayings and proverbs.

• On New Year’s Eve, kiss the person you hope to keep kissing.

• If New Year’s Eve night wind blow south, It betokeneth warmth and growth.

• For abundance in the new year, fill your pockets and cupboards today.

• If the old year goes out like a lion, the new year will come in like a lamb.

• Begin the new year square with every man. [i.e., pay your debts!] –Robert B. Thomas, founder of The Old Farmer’s Almanac

So, whether we resolve to return borrowed farm equipment (as did the Babylonians) or drop a few pounds, we’re tapping into an ancient and powerful longing for a fresh start!

HAPPY NEW YEAR!!!!

Citações Favoritas de Madre Teresa

A Little Something …
Favorite quotes from Mother Teresa:
“The hunger for love is much more difficult to remove than the hunger for bread.”
“If you can’t feed a hundred people, then feed just one.”
“Let us always meet each other with a smile, for the smile is the beginning of love.”
“We ourselves feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop.”
“Be faithful in small things because it is in them that your strength lies.”
“Spread love everywhere you go. Let no one ever come to you without leaving happier.”
“We shall never know all the good that a simple smile can do.”
“Every time you smile at someone, it is an action of love, a gift to that person, a beautiful thing.”
Source: editor@activityvillage.co.uk
Em Português

Um pouco de algo …
Citações favoritas de Madre Teresa:

“A fome de amor é muito mais difícil de remover do que a fome de pão”.

“Se você não pode alimentar uma centena de pessoas, então alimente apenas uma”.

“Vamos sempre nos conhecer com um sorriso, pois o sorriso é o começo do amor”.

“Nós mesmos sentimos que o que estamos fazendo é apenas uma gota no oceano. Mas o oceano seria menor por causa dessa gota perdida”.

“Seja fiel em pequenas coisas porque é nelas que a sua força está”.

“Espalhe o amor em qualquer lugar que você vá. Não deixe ninguém vir até você sem deixa-lo mais feliz”.

“Nunca seremos capazes de saber  tudo o que um simples sorriso pode fazer”.

“Toda vez que você sorri para alguém, é uma ação de amor, um presente para essa pessoa, uma coisa bonita”.

Palavras de sabedoria ao redor do mundo

Words of Wisdom from Around the World …
10 proverbs from around the world.

🔷"Slippery ground does not recognise a king."
Kenyan proverb – meaning that even the most powerful people are just human.

🔶"The pillow is the best advisor."
Swedish proverb – meaning that it is always a good idea to "sleep on it" or sleep on a problem.

🔹"A frog in a well does not know the great sea."
Japanese proverb – meaning that there might be more going on than you know about. Try to look at the big picture.

🔶"If the world flooded, it wouldn't matter to the duck."
Turkish proverb – meaning that a problem for you isn't necessarily a problem for everyone.

🔷"Empty barrels make the loudest noise."
Icelandic / Indonesian proverb – meaning that the loudest people aren't always the cleverest.

🔶"When spider webs unite, they can tie up a lion."
Ethiopian proverb – meaning that teamwork can conquer even the biggest problems.

🔷"A bad ballerina blames the hem of her skirt."
Polish proverb – meaning that some people will blame anything rather than themselves for their shortcomings.

🔶"A monkey dressed in silk is still a monkey."
Spanish proverb – meaning that you can cover up what's underneath, but you won't change it.

🔷"The honey only sticks to the moustache of he who licked it."
Arabic proverb – meaning that you can't escape from a crime; evidence will follow you around.

🔶"Shrimp that fall asleep are carried away by the current."
Colombian proverb – meaning, you snooze, you lose!

Source: Activity Village

Em Português
Palavras de sabedoria de todo o mundo …
Esta semana, juntei 10 provérbios de todo o mundo. Alguns me fizeram rir e pensei que fossem divertidas para compartilhar com as crianças.

"Terra escorregadia não reconhece um rei".
Provérbio queniano – o que significa que mesmo as pessoas mais poderosas são apenas humanas.

"O travesseiro é o melhor conselheiro".
Proverbio sueco – o que significa que é sempre uma boa idéia "dormir sobre ele" ou dormir em um problema.

"Um sapo em um poço não conhece o grande mar".
Provérbio japonês – o que significa que pode haver mais acontecimentos do que você sabe. Tente olhar o quadro geral.

"Se o mundo inundasse, não seria importante para o pato".
Proverbio turco – o que significa que um problema para você não é necessariamente um problema para todos.

"Barris vazios fazem o barulho mais alto".
Provérbio islandês / indonésio – o que significa que as pessoas mais altas nem sempre são as mais inteligentes.

"Quando as telhas de aranha se unem, podem amarrar um leão".
Proverbio etíope – o que significa que o trabalho em equipe pode conquistar até mesmo os maiores problemas.

"Uma bailarina ruim culpa a bainha de sua saia".
Provérbio polonês – o que significa que algumas pessoas culparão qualquer coisa em vez de elas mesmas por suas falhas.

"Um macaco vestido de seda ainda é um macaco".
Provérbio espanhol – o que significa que você pode encobrir o que está embaixo, mas você não vai mudar isso.

"O mel só adere ao bigode daquele que o lambeu".
Provérbio árabe – o que significa que você não pode escapar de um crime; A evidência irá segui-lo ao redor.

"Os camarões que dormem são levados pela correnteza".
Provérbio colombiano – o que significa que você dorme, você perde!

Fonte: Activity Village

Dealing with errors in class

Como devemos proceder quando nossos alunos cometem erros ao falar ou ao escrever? Devemos corrigi los no momento em que cometem o erro, devemos esperar e comentar sobre o erro depois ou ainda não comentamos sobre nada e deixamos que o tempo se encarregue disso? Em grupo ou individualmente?

Essa é uma dúvida difícil e muitos professores não saber como proceder! 

Segue alguns conselhos e dicas de especialistas: 

Dealing with errors in class
Teachers often correct spoken errors as soon as they hear them, sometimes called immediate or on the spot error correction.
This has both advantages and disadvantages. Consider the following:
Advantages Disadvantages

Learner is aware of their error Can affect learner confidence. They may feel embarrassed or unwilling to speak.

Learner might have the opportunity to correct their own error (if the teacher prompts them to) Learner may not be able to get their message across due to interruptions, so communication is impeded.

Can improve accuracy Has a negative effect on fluency

For on-the-spot correction, you can:

– Help the learner to correct themselves (self-correction)

– Help other learners to correct the error (peer correction)

– Correct the error yourself (teacher-led correction)
Which type of on-the-spot correction do you use with your learners? (Self-correction, peer correction or teacher-led correction). Share with us!
Source: © British Council

Aprender idiomas faz o cérebro crescer

img_0102-2Você sabia disso!

Um recente estudo de uma universidade sueca descobriu que partes do cérebro de estudantes de idiomas desenvolveu e aumentou em tamanho enquanto que o dos alunos regulares, não!

Leia a matéria completa abaixo.

Language learning makes the brain grow

Have you ever thought that learning new languages would help develop your brain?

A recent study at Lund University in Sweden investigated the effect on the brains of students who were learning a new language intensively compared to other students who were studying intensively, but not languages. Remarkably, they discovered that parts of the language learners’ brains had increased in size, while this was not the case for the non-language learning group.

At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.

Young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers have had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.

As a control group, the researchers used medicine and cognitive science students at Umea University – students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.

“We were surprised that different parts of the brain developed to different degrees depending on how well the students performed and how much effort they had had to put in to keep up with the course”, says Johan Martensson, a researcher in psychology at Lund University, Sweden.

Students with greater growth in the hippocampus had better language skills than the other students. In students who had to put more effort into their learning, greater growth was seen in an area of the motor region of the cerebral cortex. The areas of the brain in which the changes take place are linked to how easy it is to learn a new language. The development varies according to individual performance.

Previous research from other groups has indicated that Alzheimer’s disease has a later onset in bilingual or multilingual groups.

“Even if we cannot compare three months of intensive language study with a lifetime of being bilingual, there is a lot to suggest that learning languages is a good way to keep the brain in shape”, says Johan Martensson.

Source: http://www.teachingenglish.org.uk/top-stories/language-learning-makes-your-brain-grow

Gerúndio ou Infinitivo?

Muitos alunos me perguntam como saber quando usar e ING ou TO na hora de escolher o tempo verbal mais apropriado . No entanto a regra é mais de memorizar do que de entender. 

Abaixo segue uma pequena lista com alguns verbos que pedem o gerúndio e outros que pedem o infinitivo.


Seguem alguns exemplos:
When two verbs are used together, the second verb is often in the gerund form (-ing) or the infinitive. There are no specific rules concerning which verbs take which form. Like irregular verbs, you will need to learn which form a verb takes.
Common Verbs + ‘ing’
go

enjoy

quit

discuss

mind

can’t stand

suggest
Examples:
They go jogging on Saturdays.

I don’t mind helping you.

They can’t stand driving in traffic jams.
Common Verbs + Infinitive
promise

plan

refuse

want

need

decide

hope
Examples:
I promised to help him.

Alice needs to start that task.

He decided to quit his job.