Category Archives: Atividades Letivas

Como ajudar um aluno de 2ª Língua em sala de aula.

Aprender em um segundo idioma pode ser desafiador, mas como o professor pode fazer uma grande diferença. Veja um resumo das principais ideias.

1- A linguagem é mais do que vocabulário, gramática e ortografia. É moldado por discursos, convenções de gênero e contexto.

2- Os estudantes precisam controlar tanto o registro interpessoal cotidiano quanto o registro acadêmico mais formal para obter sucesso na escola.

3- Os alunos de idiomas virão de várias circunstâncias com uma variedade de recursos, por isso, não faça suposições sobre suas necessidades.

4- Não o deixe em osmose – planeje o aprendizado de idiomas, bem como o aprendizado do currículo.

5- Mantenha o foco em fazer sentido, não em correção.

Incentivar a repetição, reciclagem e redundância.

Use recursos visuais e gestos para apoiar os alunos de idiomas.

6- Em seus recursos de conversação e sala de aula, busque “mais compreensibilidatde”.

7- Receba as primeiras línguas dos seus alunos na sala de aula.

8- Planeje diferentes espaços e atividades para diferentes tipos de conversa.

9- Dê aos alunos de idiomas um pouco mais de tempo de espera.

10- Entenda as demandas específicas de idioma da sua área de currículo.

11- Construa o ciclo de gênero em seu planejamento de aula.

12- Deixe os alunos entrarem no mundo das convenções de gênero.

13- Use o feedback sobre o trabalho dos alunos como uma oportunidade para o aprendizado de idiomas.

15- Observe como os alunos de sua língua estão progredindo e planeje o próximo estágio.

© Universidade de Glasgow

Learning in a second language can be challenging, but a language-aware teacher can make a big difference. Here’s a summary of the main ideas.

  • Language is more than vocabulary, grammar and spelling. It is shaped by discourses, genre conventions and context.
  • Students need control of both the everyday interpersonal register and the more formal academic register to succeed in school.
  • Language learners will come from a variety of circumstances with a variety of resources, so don’t make assumptions about their needs.
  • Don’t leave it to osmosis – plan for language learning as well as curriculum learning.
  • Keep the focus on making meaning, not on correctness.
  • Encourage repetition, recycling and redundancy.
  • Use visuals and gestures to support language learners.
  • In your talk and classroom resources, aim for ‘comprehensibility plus’.
  • Welcome your students’ first languages into the classroom.
  • Plan different spaces and activities for different types of talk.
  • Give language learners a bit more wait time.
  • Understand the particular language demands of your curriculum area.
  • Build the genre cycle into your lesson planning.
  • Let students into the secrets of genre conventions.
  • Use feedback on students’ work as an opportunity for language learning.
  • Observe how your language learners are progressing, and plan for the next stage.

© University of Glasgow

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Como vc pode ajudar no desenvolvimento da linguagem de uma criança.

Existem várias formas de ajudar a uma criança no seu desenvolvimento de vocabulário em inglês. Abaixo seguem algumas dessas ideias

You will notice quite a rich and varied vocabulary. We wouldn’t be expecting a child to produce this kind of language, especially if English is an additional language, but the adult can expose the child to this language, inputting key words and expressions associated with different activities in a fun and natural way. Remember that children like playing with words, even if they don’t know what the word means, and this is a valuable opportunity to work on pronunciation.

Children will reap the future benefits of this language rich environment, so closely connected to the activities that they love doing.

Playing with blocks

  • use language for counting and sorting: How many are there? Shall we put the blue ones here?
  • use positional language: in, on, under, below, behind, next to
  • explore language related to size: big, small, long, short
  • describe what a child is doing while playing: finding, stacking, pulling, pushing, building, pressing, dragging
  • describe shapes and objects the children are making: square, rectangle, tower, house, castle, garden

Dress-ups (and drama)

  • describe the costumes (fairy, princess, pirate, king, clown) and actions for getting dressed: put on, pull up/down, zip up, do the buttons up, unbutton, unzip
  • highlight the relevant parts of the body: put your arms through here, tie this around your waist/wrist, put these on your feet – first your left foot, then your right foot, put this over your head
  • use nursery rhymes and stories to model language for imaginary play
  • develop listening comprehension by encouraging the children act out the rhyme or story in their costumes
  • extend vocabulary associated with role-play: hospital, airport, artist’s studio, garden centre, vet, doctor, routines (breakfast/lunch/dinner/bed time)

Making and decorating (art and craft)

  • name the materials: paint, paintbrush, crayon, felt-tip, marker, card, paper, crepe paper, shiny paper, tissue paper, newspaper, glue, scissors, cotton wool, fabric, sequins, feathers
  • describe properties and textures of materials: runny, thick, smooth, hard, long, short, spiky, rough, shiny
  • experiment with and describe colour
  • use instructions: paint, draw, colour, smudge, blur, blow, copy, pour, make, cut, stick, decorate, hang (it) up
  • art appreciation and describing what the children have made, painted or drawn.

Malleable materials (dough, plasticine, clay)

  • use language of manipulation: push, pull, drop, squeeze, press, bend, twist, roll, stretch, squash, squish, pinch, flatten, poke, scrape, break apart
  • describe length/thickness: longer than, shorter than, the same length as
  • use language related to colour and smells
  • describe texture: soft, hard, squishy, lumpy, grainy, shiny
  • talk about materials that can be added to dough: feathers, sticks, twigs, shells
  • explore language related to shapes

Music and movement activities

  • use language related to actions, position and parts of the body: put your hands up in the air, draw circles in the air, touch your nose, wriggle your fingers, jump, hop, lie face down on the floor, lie on your back, move over there, come closer, curl up into a ball, stretch your arms out as wide as you can, take a nap
  • name musical instruments: shaker, drum, recorder, xylophone, block, triangle, bell, tambourine
  • use language to describe sounds: loud, quiet, soft, high, low, long, short, fast, slow, tap, shake, scrape, knock, tick, hum, howl
  • familiarise children with a range of sounds through onomatopoeia
  • use songs and rhymes to work on pronunciation, rhythm, stress and intonation

Toys and small world play

  • extend vocabulary related to a particular topic: park, zoo, farm, hospital, transport
  • comment on the objects, toys or figurines the children are playing with
  • comment on the settings, scenes, themes or storylines children are developing as they play
  • describe the position of the things the children are playing with: behind, next to, in, on, under

Puzzles

  • describe the pictures and colours on the puzzles
  • comment on the shape of the puzzle pieces: rectangle, square, triangle, circle
  • comment on the position of the puzzle pieces: up/down, here/there
  • encourage the social aspects of using puzzles: take turns, it’s your turn next, share

Sand play and water play

  • use language related to equipment and resources: brush, spade, scoop, spoon, cup, jug, bucket, sieve, cutters, rake, comb, funnel, sponge, soap, bubbles, straw, ladle, tea pot, watering can
  • extend vocabulary related to imaginary play: boats, diggers, bulldozers, tractors, treasure, dinosaurs, pirates, gardens, tea party, firefighter, plumber, dolls
  • use descriptive language: wet, dry, damp, gritty, hard, lumpy, flat, smooth, wavy, sticky, cold, frozen, clean, dirty
  • use language related to size, shape and position
  • describe capacity and quantity: enough, more, less, too much/little, overflowing, how much/many? a pile/cup of…
  • describe actions or what is happening: it’s fallen down, it’s gone, flatten, pour, tip, fill, scoop, cover, stir, splash, leak, drip, float, sink, trickle, spray, wash, dry.

© British Council

International Women’s Day 2019

International Women’s Day is celebrated each year all around the world on March 8th. It is considered as a worldwide event which celebrates every woman’s victories & achievements ranging from social to political things. It is also observed by various communities all around the world such as charity farms, government organizations, business grounds, and etc. This special day also brings to notice about one of the most important factors that is ‘Gender Equality’. This remarkable celebration started all way back from 1900’s and nowadays various big organization and industries have already started to consider this day as an important day all around the world. There is also an interesting thing to look on this day. There are a lot’s of colors which effectively signify this day. Globally purple color is used to symbolize women. But there is a brief history behind this color code. Initially purple, green and white colors were used to symbolize and represent women’s equality.

It was originated back in 1908 from Women’s Social and Political Union which was located in the United Kingdom (UK). The color white is used for symbolizing purity but as a matter of fact, the color white is no longer considered to symbolize the word purity as because many things it is a controversial topic. The color Green symbolizes hope; purple represents women from all round view. There are two new combinations which represent two new concepts about feminism. One is purple with yellow which symbolizes contemporary progressive feminism and another is purple with green which symbolizes traditional norms of feminism. If anyone looks at the timeline then the International Women’s Day from the very beginning was celebrated by communist type countries and active socialists. Later in 1975, it was adopted by United Nations (UN) and now it is now widely celebrated all around the world.

https://www.womensdayquotes.net/

Ano Chinês do Cachorro

Um conto para celebrar o Ano Novo Chinês

The Emperor of Ch’in Shih Huang-ti

Built a wall

From the hills to the sea.

He built it wide,

He built it stout,

To keep his subjects in

And the Tartars out.

The Emperor of Ch’in.

Meng Jiangnu, one sad day

From her own dear home

A thousand leagues away

To the wall did come.

Weary and worn

She wept and she cried:

“Where is my dear love Buried inside?”

She wept and she cried

And her tears did fall,

Till down, down tumbled

That great big wall.

Em Português

O Imperador de Ch’in Shih Huang-ti

Construí uma parede

Das colinas ao mar.

Ele o construiu de largura,

Ele o construiu forte,

Para manter seus assuntos em

E os tártaros estão fora.

O Imperador de Ch’in.

Meng Jiangnu, um dia triste

De sua própria casa querida

A mil leguas de distância

Chegou à parede.

Cansada e desgastada

Ela chorou e ela chorou:

“Onde está meu querido amor enterrado dentro?”

Ela chorou e ela chorou

E suas lágrimas caíram,

Até embaixo, caiu

Esse grande muro grande.

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!!!!

Expressões Idiomáticas com “Head”

img_0102-6Saber usar ou entender expressões idiomáticas em Inglês é importante e difícil.

Seguem algumas explicações e frases com exemplos interessantes.

The following idioms and expressions use the noun ‘head’. Each idiom or expression has a definition and two example sentences to help understanding of these common idiomatic expressions with ‘head’.

able to do something standing on one’s head -> do something very easily and without effort

He’s able to count backward standing on his head.
Don’t worry about that. I can do it standing on my head.

bang your head against a brick wall -> do something without any chance of it succeeding

I’ve been banging my head against a brick wall when it comes to finding a job.
Trying to convince Kevin is like banging your head against a brick wall.

beat something into someone’s head -> teach someone something by repeating it over and over again

Sometimes you just need to beat grammar into your head.
My father beat the importance of kindness into my head.

bite someone’s head off -> criticize someone strongly

Tim bit my head off last night at the party.
Don’t bit my head off just because I made a mistake.

bring something to a head -> cause a crisis to happen

We need to bring the situation to a head to get a resolution.
The immigration situation brought the political crisis to a head.

bury one’s head in the sand -> ignore something completely

You’re going to have to face the situation and not bury your head in the sand.
He chose to bury his head in the sand and not confront her.

can’t make heads or tails out of something -> not be able to understand something

I hate to admit that I can’t make heads or tails out of this math problem.
The politicians can’t make heads or tails out of the current employment crisis. 

drum something into someone’s head -> repeat over and over until someone learns something

I had to drum German grammar into my head for two years before I could speak the language.
I suggest you drum this into your head for the test next week.

fall head over heels in love -> fall deeply in love

She fell head over heals in love with Tom.
Have you ever fallen head over heels in love?

from head to toe -> dressed or covered in something completely

He’s dressed in blue from head to toe.
She’s wearing lace from head to toe. 

get a head start on something -> begin doing something early

Let’s get a head start on the report tomorrow.
She got a head start on her homework immediately after school.

get your head above water -> keep going in life despite many difficulties

If I can find a job I’ll be able to get my head above water.
Study these pages and you’ll get your head above water.

get someone or something out of one’s head -> remove someone or something from your thoughts (often used in the negative)

I’m really upset that I can’t get her out of my head.
She spent three years getting those experiences out of her head.

give someone a head’s start -> let someone else begin before you in  a competition of some kind

I’ll give you twenty minutes head’s start.
Can you give me a head’s start?

go over someone’s head -> not be able to understand something

I’m afraid the joke went over her head.
I’m afraid the situation goes over my head. 

go to someone’s head -> make someone feel better than others

His good grades went to his head.
Don’t let your success go to your head. Stay humble.

have a good head on your shoulders -> be intelligent

She’s got a good head on her shoulders.
You can trust him because he’s got a good head on his shoulders.

head someone or something off -> arrive before someone or something else

Let’s head them off at the pass.
We need to head the problem off.

hit the nail on the head -> be exactly right about something

I think you hit the nail on the head.
His answer hit the nail on the head.

in over one’s head -> do something that is too difficult for a person

I’m afraid Peter is in over his head with Mary.
Do you ever feel that your in over your head?

lose your head -> become nervous or angry

Don’t lose your head over the situation.
She lost her head when he told her he wanted a divorce.

Source: http://esl.about.com/od/idioms-intermediate/fl/Idioms-and-Expressions-with-Head.htm?utm_content=20160927&utm_medium=email&utm_source=exp_nl&utm_campaign=list_esl&utm_term=list_esl

Aprenda Inglês no 2o Semestre

Não desista de seu sonho de falar Inglês

PARA

  • Viajar sozinho ao exterior;
  • Conseguir um emprego melhor;
  • Navegar na Internet com facilidade;
  • Falar com fluência com estrangeiros;
  • Passar num exame de proficiência;
  • Possibilitar aos seus filhos um aprendizado bilíngue;
  • Enfim, curtir um novo aprendizado.

Ainda há tempo. Você merece!

Fale comigo e aprenda no seu ritmo, com uma profissional exclusiva para as suas necessidades.

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Terminology for Reading and Listening

img_0102-4

Reading for gist/Skimming

Reading quickly to get a general understanding of a written text, eg reading a description of a city to find out if it sounds like somewhere you’d like to visit.

Reading for specific information/Scanning

Searching for a particular piece of information in a written text, eg reading a description of a city only to find out which country it’s in.

Reading/listening for detail

Reading or listening more carefully so that you get a full understanding of the text, eg reading a description of a city to find out everything about it.

Listening for gist

Getting a general understanding of something you hear, eg listening to the weather forecast and deciding you might need to take an umbrella when you go out.

Listening for specific information

Listening for a particular piece of information, eg listening to the weather forecast to find out what the temperature will be tomorrow.

Inferring meaning

Making guesses about what is not stated explicitly in a text, eg listening or reading a conversation and deciding that the people are brother and sister without them saying so.

Coherence

Organising ideas in a logical way when speaking or writing so that the listener or reader can follow our ideas.

Cohesion

Joining sentences together using words like and, but and because so our language flows more easily.

Interactive strategies

Strategies we use when we are speaking, eg showing you are listening to other people by saying things like, mmmm or uh-uh or oh!

Turn taking

An interactive strategy which is about knowing when you can join in a conversation and signalling when you think someone else should speak.

Fluency

For speaking; this is speaking without a lot of hesitation and too many long pauses. For writing; this means you can write without stopping for a long time to think about what to write.

© UCLES 2016

Benefícios de se estudar na 3a idade

  
Há muitos benefícios de estudar para os alunos idosos, como o aumento da auto-confiança, aumento das sensações de saúde e bem-estar, redução de sentimentos de isolamento e maior envolvimento na comunidade.

Muitos idosos desejam estudar uma língua estrangeira e agora há provas substanciais de que eles podem aprender um novo idioma de forma eficaz. Minha experiência é que os alunos seniores são excelentes alunos de idiomas para uma série de razões.

Experiência de vida

alunos idosos têm uma riqueza de experiência de vida e quando trazem isso para a sala de aula, enriquecem a experiência de aprendizagem de toda a classe. Professores comentam que os alunos mais velhos são excelentes na sala de aula, pois estão sempre dispostos a falar sobre suas experiências e dar as suas opiniões sobre uma vasta gama de tópicos.

Grande motivação

Alunos seniores normalmente não precisa de um certificado, diploma ou crédito universidade; sua motivação é intrínseca. Eles podem estudar por prazer intelectual, para socializar com seus pares ou porque é algo que sempre quiseram fazer. Na verdade, os alunos seniores são muitas vezes mais altamente motivados do que os estudantes mais jovens. O nível elevado de motivação é uma grande vantagem que foi identificada como um dos factores mais importantes na determinação de aprendizagem de línguas. A motivação dos alunos seniores é refletida pelo fato de que eles raramente perdem uma aula, participam de forma muito ativa na sala de aula e sempre fazem sua lição de casa.

Elemento social

Descobrimos que existe uma forte componente social em idosos que frequentam aulas de inglês. Eles costumam assistir às aulas para se misturar com os seus pares, formando amizades muito fortes e socializando depois da aula e até mesmo em seu tempo livre.

Atitude

Nossa experiência é que os alunos seniores têm uma atitude extremamente positiva em relação à aprendizagem de línguas e da vida em geral. Eles tratam ambos os seus professores e seus colegas com o maior respeito e cortesia. Professores costumam comentar sobre alunos seniores como gentis, atenciosos e trabalhadores e  que é um prazer. 

Portanto, a nossa experiência é que a experiência de vida, a motivação para aprender, e atitude positiva dos alunos seniores proporcionam -lhes muitas vantagens como estudantes de línguas. 

No entanto, existem fatores cognitivos, afetivos e fisiológicos que podem afetar a aprendizagem de línguas depois da 3a idade e a isso precisamos ficar atentos. 

 

Autor:

Kieran Donaghy

© BBC World Service, Bush House, Strand, Londres WC2B 4PH, UK