Category Archives: Videos

Seven Habits for Effective Behaviour Management:

Disciplina é um dos grandes problemas dentro de sala de aula. Leia a seguir sobre 7 efetivos hábitos para gerenciar melhor a disciplina.
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1 – Meet and greet at the door – the best early intervention in behaviour management is at the door.
 
2 – Catch students doing the right thing – nobody wants insincere praise and it can be easy to catch children doing the wrong thing so develop the ability to catch those more challenging students doing the right thing.
 
3 – Deal with poor behaviour privately and calmly – avoid as much as possible the public humiliation or public sanctioning of students
 
4 – Relentlessly build mutual trust – the relationship you have with students sustains you and carries on into the future.
 
5 – Directly teach the behaviours and learning attitudes you want to see – have a plan so that you know the behaviours you are trying to teach and the students know what behaviours they are trying to learn.
 
6 – Talk about values – never talk about behaviours in isolation – always relate them back to the culture you are trying to build and the values and truths you have as a class and as a teacher.
 
7 – Follow up follow up follow up – teachers who follow up are the ones the children decide to behave differently for. Write it down if you have a difficult incident with a student, then you have the control back – you can decide when and how to follow up.
 
© Pivotal Education

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

O que é Disgrafia?

Learn About the Writing Disorder Dysgraphia

Dysgraphia is a type of learning disability affecting the ability to recognize forms in letters, to write letters and words on paper and to understand the relationship between sounds, spoken words, and written letters. In the language of federal special education regulations, dyslexia is considered a subtype of learning disability in basic or expressive writing.
Theories on Dysgraphia Causes:

Dysgraphia is believed to involve difficulty with fine motor skills such as motor memory, muscle coordination, and movement in writing. Language, visual, perceptual, and motor centers of the brain are also believed to play a role. Evidence suggests it may be hereditary. People who have suffered brain injuries or strokes may also show signs of Dysgraphia.

Characteristics of Dysgraphia:

People with dysgraphia, have substantial difficulty with written language despite having formal instruction. Their handwriting may include reversals, spelling errors, and may be illegible. Some students with dysgraphia may also have difficulty with language processing and the connection between words and ideas they represent.

Instruction and Therapy for Dysgraphia:

Educators use a variety of methods to develop the student’s individual education program (IEP).

Typical programs focus on developing fine motor skills such as pencil grip, hand coordination, and developing motor-muscular memory.

Language therapy and occupational therapy help the learner develop the important connections between letters, sounds, and words. Some students work best with keyboarding or speech recognition programs.

Misconceptions About Dysgraphia:

People with dysgraphia have much more difficulty with writing than others, but their abilities in other areas may be average or better.
They are at-risk for being seen as lazy and careless with their work because of the frustration and fatigue they experience when putting forth the effort it takes for them to complete seemingly easy tasks. Educators must provide positive learning experiences for them to help maintain their self-esteem and motivation.

Testing for Dysgraphia:

Comprehensive psychological and educational evaluations can assist in the diagnosis of Dysgraphia. Diagnostic writing tests can be used to determine if the learner’s writing skills are normal for his age. They can also provide information on his writing processing. Through observations, analyzing student work, cognitive assessment, and occupational therapy evaluations, educators can develop comprehensive, individualized treatment plans.

What to Do About Dysgraphia:

If you believe you or your child has dysgraphia and may be learning disabled, contact your school principal or counselor for information on how to request an assessment. For students in college and vocational programs, their school’s advising office can assist with finding resources to help ensure their success.

Diagnostic Labels Such as Dysgraphia and Learning Disabilities:

Your child’s school may not use the term dysgraphia, but it can still evaluate your child appropriately. Typically public schools use the labels and language from federal IDEA regulations. Dysgraphia is a diagnostic term found in psychiatric diagnostic systems. Schools consider it one of the several types of math disorders they can serve under the label of learning disability.

Source: https://www.verywell.com/what-is-the-writing-disorder-dysgraphia-2162436?_ga=1.42976940.800476655.1453906070

 

Websites that help to learn English

There are lots of ready-made materials available for you from different websites.

Look at the materials below and choose one that you think would be good to use.

This is a song.

This is an audio series.

This is a game.

This is a short video to explain language.

This is a short video and lesson plan.

Ferramentas de ajuda no ensino de inglês 

Think about what’s good about the resource and about any possible disadvantages.

www.breakingnewsenglish.com – interactive and printable English lessons
www.newsactivities.com – lessons using BBC reports
tedxesl.com – lessons based around Ted Talks
dictionary.cambridge.org – online dictionary
www.esl-lab.com– conversations with adult and children’s voices
http://www.esl-lab.com – video snapshots for ESL/EFL students
www.voki.com – create speaking characters to communicate with friends
www.dvolver.com – make a movie
www.engvid.com – English video lessons
www.lyricstraining.com – learn through music and the lyrics of songs
www.quizlet.com – free study tools
www.listenandwrite.com – a dictation tool
www.makebeliefscomix.com – make your own comic
storybird.com – make your own story

Great Resources 

There are a great many resources available on the internet. Here is a list of websites with resources for teachers and learners. 

www.breakingnewsenglish.com – interactive and printable English lessons
www.newsactivities.com – lessons using BBC reports
tedxesl.com – lessons based around Ted Talks
dictionary.cambridge.org – online dictionary
www.esl-lab.com– conversations with adult and children’s voices
www.esl-lab.com – video snapshots for ESL/EFL students
www.voki.com – create speaking characters to communicate with friends
www.dvolver.com – make a movie
www.engvid.com – English video lessons
www.lyricstraining.com – learn through music and the lyrics of songs
www.quizlet.com – free study tools
www.listenandwrite.com – a dictation tool
www.makebeliefscomix.com – make your own comic
storybird.com – make your own story
© UCLES 2016

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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Let´s study!

Glossary

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Do you know what is a/an…..?.

Pronoun

A word which is used instead of a noun perhaps because you have already talked about the person or thing, eg I, they, which.

Verb

A word which describes an action or a state of being, eg eat, like, know.

Adverb

A word which describes or gives more information about a verb or an adjective, eg he walked quickly, she danced well.

Adjective

A word which describes something or someone, eg beautiful, happy, long.

Preposition

A word which is used with a noun or pronoun to show time, place or direction, eg at, on, in.

Conjunction

A word which connects words and phrases in a sentence, eg but, and, although.

Determiner

A word which is used before a noun to show which particular example of the noun you are referring to, eg this pencil, your shoes.

Interjection

An interjection is a word that is used to express emotion, eg Oh no! Gosh! Ow!

Part of speech

Learners need to know what type of word (noun, verb, adjective) they are learning so that they know how to put it into a sentence.

Meaning

What idea the word shows and what contexts the word applies to.

Pronunciation

Learners need to know how to say the word, how many syllables there are and which is stressed, eg ed-u-CA-tion.

Spelling

Learners need to know how to write the word.

Connotation

Learners need to know if the word has a positive or a negative sense to it. For example, the words ‘slim’ and ‘skinny’ both mean thin but one has a positive connotation (slim) and the other (skinny) doesn’t.

Collocation

Learners need to know which words go with the word they are learning. For example, we make beds but do housework.

Word families

Learners need to know other words that are formed from the same word, for example, kind, unkind, kindness, kindly.

Register

Learners need to know if the word should be used in formal or informal situations. For example, assist and help have the same meaning but assist is more formal then help.

Syllable

A part of a word that usually contains a vowel sound, eg pen = one syllable; teacher = two syllables – teach/er; umbrella = three syllables – um/brell/a.

Connected speech

Spoken language in which the words join to form a connected stream of sounds. In connected speech some sounds in words may be left out or some sounds may be pronounced in a weak way or some words might join together, eg Is he busy? /ɪzibɪzi/.

Phoneme

The smallest sound unit which can make a difference to meaning eg /p/ in pan, /b/ in ban. Phonemes have their own symbols (phonemic symbols), each of which represents one sound.

Phonemic symbols

The characters we use which represent the different sounds or phonemes, eg /ɜː/, /tʃ/, /θ/. Words can be written in phonemic script (usually the International Phonetic Alphabet or IPA), eg /dɒktə/ = doctor.

Consonant

  1. A sound in which the air is partly blocked by the lips, tongue, teeth etc., eg /θ/ in ‘thing’, /b/ in ‘boy’.
  2. Any letter of the English alphabet which represents consonant sounds, eg d = /d/, c = /k/.

Diphthong

Diphthongs are vowel sounds. They are a combination of two single vowel sounds said one after the other to produce a new sound; eg /aɪ/ as in ‘my’ is pronounced by saying /æ/ and /ɪ/ together. There are eight diphthongs in English: /iə/(eg ear), /eɪ/(eg play), /ʊə/(eg tourist), /ɔɪ/(eg boy), /əʊ/ (eg go), /eə/(eg air), /aɪ/(eg life), /aʊ/ (eg now).

Vowels

  1. A sound in which the air is not blocked by the tongue, lips, teeth etc., eg /i:/ (eat), /ə/ (about), /e/ (egg), /ʌ/ (fun). Movement or vibration is felt in the throat because the voice is used.
  2. In the alphabet, the letters a, e, i, o, u are vowels.

Intonation

The way the level of a speaker’s voice changes to show meaning such as how they feel about something; eg the level of your voice when you are angry is different from the level of your voice when you are pleased. Intonation can be rising or falling or both.

Stress

Pronouncing part of a word (syllable) or part of a sentence louder and longer than other parts, eg VEGetable, I LOVE baNAnas. Some parts of words and sentences are stressed (those in capital letters in these examples) and some are unstressed.

Sentence stress

Sentence stress is about the way some words in a sentence are stressed and some are unstressed. The stressed words are usually the information-carrying words or content words such as nouns, verbs, adjectives and adverbs. For example, It was a LOVely EVEning, and the TEMperature was PERfect (the parts of the words in capitals are stressed).

Word stress

Word stress is about which syllable of a word is pronounced louder and longer – eg umBRELLa /ʌmˈbrelə/.

Phonemic chart

A poster or diagram of the phonemic symbols arranged in a particular order. Below is an example of the International Phonetic Alphabet or IPA.Alt text

© UCLES 2016

Terminology for Reading and Listening

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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