Alguns de meus queridos alunos que com esforço e dedicação terminaram mais um ano letivo. Parabéns a todos!
Alguns de meus queridos alunos que com esforço e dedicação terminaram mais um ano letivo. Parabéns a todos!
História do Halloween
Halloween cai em 31 de outubro de cada ano na América do Norte e em outras partes do mundo. O que você sabe sobre Halloween? Você celebra isso em seu país? Aqui está um pouco de história sobre isso.
Como muitos outros feriados, Halloween evoluiu e mudou ao longo da história. Há mais de 2.000 anos, as pessoas chamadas celtas viviam no que é agora a Irlanda, o Reino Unido e partes do norte da França. 1 de novembro foi seu dia de ano novo. Eles acreditavam que a noite anterior ao Ano Novo (31 de outubro) era uma época em que os vivos e os mortos se juntaram.
Há mais de mil anos, a igreja cristã recebeu o primeiro dia de todos os santos (também chamado de All Hallows). Este foi um dia santo especial para honrar os santos e outras pessoas que morreram por sua religião. Na noite anterior, All Hallows foi chamado Hallows Eve. Mais tarde, o nome foi alterado para Halloween.
Como os celtas, os europeus da época também acreditavam que os espíritos dos mortos visitariam a Terra no Dia das Bruxas. Eles estavam preocupados com o fato de espíritos malignos causar problemas ou machucá-los. Então naquela noite as pessoas usavam figurinos que pareciam fantasmas ou outras criaturas malignas. Eles pensavam que se eles se vestiam assim, os espíritos pensariam que também estavam mortos e não os prejudicavam.
A tradição do Halloween foi levada para a América pelos europeus imigrantes. Entretanto, algumas das tradições mudaram um pouco. Por exemplo, no Halloween na Europa, algumas pessoas levariam lanternas feitas de nabos. Na América, as abóboras eram mais comuns. Então as pessoas começaram a colocar velas dentro deles e usá-las como lanternas. É por isso que você vê Jack ‘o lanterns hoje.
Hoje em dia Halloween não é geralmente considerado um feriado religioso. É principalmente um dia divertido para crianças. As crianças se vestiram de fantasias como as pessoas faziam mil anos atrás. Mas em vez de se preocuparem com espíritos malignos, eles vão de casa em casa. Eles tocam nas portas e dizem “doçura ou travessura”. O proprietário de cada casa dá doces ou algo especial para cada truque ou treater.
Feliz Dia das Bruxas!
History of Halloween
Halloween falls on October 31st each year in North America and other parts of the world. What do you know about Halloween? Do you celebrate it in your country? Here is a little history about it.
to evolve (v)– to change little by little
spirit (n)– ghost, some people believe the spirit and body separate when a person dies
holy (adj)– sacred, very good, related to religion. Hallow comes from the word holy.
saint (n)– an honored, holy person
evil (adj)– very, very bad
lantern (n)– lamp or enclosed light that can be carried around
turnip (n)– a purple and white vegetable that grows in the ground
Like many other holidays, Halloween has evolved and changed throughout history. Over 2,000 years ago people called the Celts lived in what is now Ireland, the UK, and parts of Northern France. November 1 was their New Year’s Day. They believed that the night before the New Year (October 31) was a time when the living and the dead came together.
More than a thousand years ago the Christian church named November 1 All Saints Day (also called All Hallows.) This was a special holy day to honor the saints and other people who died for their religion. The night before All Hallows was called Hallows Eve. Later the name was changed to Halloween.
Like the Celts, the Europeans of that time also believed that the spirits of the dead would visit the earth on Halloween. They worried that evil spirits would cause problems or hurt them. So on that night people wore costumes that looked like ghosts or other evil creatures. They thought if they dressed like that, the spirits would think they were also dead and not harm them.
The tradition of Halloween was carried to America by the immigrating Europeans. Some of the traditions changed a little, though. For example, on Halloween in Europe some people would carry lanterns made from turnips. In America, pumpkins were more common. So people began putting candles inside them and using them as lanterns. That is why you see Jack ‘o lanterns today.
These days Halloween is not usually considered a religious holiday. It is primarily a fun day for children. Children dress up in costumes like people did a thousand years ago. But instead of worrying about evil spirits, they go from house to house. They knock on doors and say “trick or treat.” The owner of each house gives candy or something special to each trick or treater.
There are many benefits of studying for older learners, such as increased self-confidence, increased feelings of health and well-being, reduced feelings of isolation, and increased engagement in the community.
Many seniors wish to study a foreign language and there is now substantial evidence that they can learn a new language effectively. My experience is that senior learners are excellent language students for a number of reasons.
Senior students have a wealth of life experience and when they bring this to the classroom they enrich the learning experience of the whole class. Our teachers comment that older learners are excellent students to have in the classroom as they are always happy to talk about their experiences and give their opinions on a wide range of topics.
Senior learners do not normally need a certificate, diploma or university credit; their motivation is intrinsic. They may study for intellectual enjoyment, to socialise with their peers or because it is something they have always wanted to do. In fact, senior learners are very often more highly motivated than younger learners. Their high level of motivation is a great advantage as this has been identified as one of the most important factors in determining successful language learning. The motivation of senior learners is reflected by the fact that they rarely miss a class, participate very actively in the classroom and always do their homework.
We have discovered that there is a strong social component in seniors attending English classes. They often attend class to mix with their peers, forming very strong friendships and socialising together after the class and even in their free time.
Our experience is that senior learners have an extremely positive attitude toward language learning and life in general. They treat both their teachers and their classmates with the utmost respect and politeness. Our teachers often comment on how kind, considerate, and hardworking senior learners are, and what a pleasure they are to teach.
So our experience is that the life experience, motivation to learn, and positive attitude of senior learners provide them with many advantages as language learners. However, there are cognitive, affective and physiological factors which can affect senior language learning. We are going to identify these factors and then look at how you can adapt your courses and practices to meet the needs of older learners.
Helping students hear
Hearing loss may have a direct impact on learning and performance for senior learners. In order to decrease the negative effects of this auditory loss, teachers should try to accommodate the aging ear in a number of ways by:
• speaking clearly and ensuring that the students can see their face and lips.
• adjusting the volume for listenings and videos.
• repeating listening texts.
• using short films and videos which aid listening comprehension as students can see the face and lips of the speakers.
• ensuring that your classrooms have little background noise.
Helping students see
Defective vision increases dramatically as people age. Visual ability is particularly important in education as it is generally accepted that approximately 80% of all learning occurs through vision. To accommodate this loss in vision, here are some steps to follow:
• Use a larger print type for printed text.
• Make sure that senior students sit as close to the board as possible.
• Write very clearly on the board.
• Ensure that classrooms have a lot of natural light and that there is direct lighting for the whiteboard.
As people age the body tends to lose some strength, flexibility and mobility. They may also suffer from arthritis and rheumatism. These changes may make it difficult for older learners to move around the classroom. To compensate for these changes we recommend doing the following things:
• Ensure that older learners have comfortable chairs and tables.
• Allow more time for older students to do whole class communicative activities where students have to stand up and move around the classroom.
Research indicates that cognitive development, recall, and problem solving may show decline with aging. In order to overcome this cognitive decline which may make it more difficult to learn a new language, teachers can help seniors develop and maintain their cognitive ability in a number of ways:
• Integrate memory exercises into classes. Use visual and auditory mnemonic devices, examples and memory associations to help seniors rehearse and later retrieve vocabulary and expressions from long-term memory.
• Systematically repeat and recycle grammar, vocabulary and expressions.
• Encourage students to draw on their wealth of experiences and to use cognitive strategies they have used successfully in the past in their current language learning environment.
• Allow more time for students to produce language without being interrupted.
Building confidence / Reducing stress
Many older learners fear failure and are more anxious than younger learners, perhaps this is because they accept the stereotype of the older learner as a poor language learner or because of previous unsuccessful attempts to learn a foreign language. Older learners need to feel comfortable and trust the teacher and the other students before they participate fully in the language classroom. A key role of the teacher is to reduce anxiety and build trust and self-confidence in the senior learner.
Here are some of the things teachers can do to reduce stress and build self-confidence in older adult learners:
• Find out what our older learners’ motivations are for learning a language and adjust our methodology accordingly.
• Use humanistic techniques to build empathy between the teacher and students, and among the students.
• Reduce the focus on error correction to build learners’ self-confidence and to promote language production.
• Avoid timed tests which may make senior learners anxious.
• Give senior students more time to complete activities.
• Promote a friendly and relaxed atmosphere in the classroom.
My experience is that any difficulties which senior learners may experience in the language classroom can be overcome through adjustments to the learning environment and material, attention to physical, affective and cognitive factors, and the use of an effective teaching methodology which focuses on the learning process rather than academic achievement.
Kieran Donaghy is teacher at UAB Idiomes, Barcelona. He is also the creator of http://film-english.com/, an award-winning website providing free resources for teachers wishing to use video effectively in their classrooms.
1. Take a nature walk.
Studies have shown that getting outside in nature improves well-being, and you can also gain perspective from spring’s visual cues. For example, in fall, the changing leaves are a reminder of impermanence—just as they change colors and fall from the trees, so will whatever is stressing you out. Be the tree and let what is temporary fall away.
2. Focus on small tasks.
Practice mindfulness as you complete the smaller things on your list—housework, paperwork, yard work. Focus fully on what you are doing right here, right now, checking in with all your senses as you do your tasks. If your thoughts wander to something bigger looming in the future, gently guide your mind back to the task at hand. By staying in the present moment, you stop giving importance and attention to your past or future worries.
3. Watch or read something silly.
Entertainment is more than an escape. Studies have shown that laughter reduces the release of stress hormones in your body. Catch a silly movie, or read the latest book from your favorite funny guy or gal.
4. Sing (really).
Studies have found that singing has a positive impact on affect and anxiety, and may even reduce depression. So turn up the music and sing along or gather some friends for karaoke—if nothing else, it will make you laugh (see tip 3).
5. Try a basic breath practice meditation.
This session from Meditation Studio teacher Elisha Goldstein invites you to do nothing but watch your breath, which eventually makes it easier for you to focus on other tasks in your everyday life (without stressing). During this practice, it’s completely OK if you find yourself thinking about other things—just stay with your breath. “If all you did was notice your mind going off when it was wandering and gently brought it back over and over again,” Goldstein says, “your time would be well-spent
1. Faça uma caminhada pela natureza.
Estudos demonstraram que ficar afastado na natureza melhora o bem-estar, e você também pode obter uma perspectiva das sugestões visuais da primavera. Por exemplo, no outono, as folhas que mudam são uma lembrança da impermanência – assim como eles mudam de cores e caem das árvores, assim como tudo o que forçá-lo a sair. Seja a árvore e deixe o que é temporário cair.
2. Concentre-se em pequenas tarefas.
Pratique a atenção plena ao completar as coisas menores na sua lista de tarefas domésticas, papelada, trabalho de quintal. Concentre-se totalmente no que você está fazendo aqui mesmo, agora mesmo, checando com todos os seus sentidos enquanto faz suas tarefas. Se seus pensamentos vagarem para algo maior que se aproxima no futuro, leve sua mente de volta à tarefa em questão. Ao permanecer no momento presente, você deixa de dar importância e atenção às suas preocupações passadas ou futuras.
3. Assista ou leia algo bobo.
O entretenimento é mais do que uma fuga. Estudos demonstraram que o riso reduz a liberação de hormônios do estresse em seu corpo. Pegue um filme bobo, ou leia o último livro de seu cara engraçado ou galão favorito.
4. Cante (realmente).
Estudos descobriram que o canto tem um impacto positivo sobre o afeto e a ansiedade e pode até reduzir a depressão. Então, aumente a música e cante ou colecione alguns amigos para karaokê – se nada mais, isso fará você rir (veja a dica 3).
5. Experimente uma meditação básica de respiração.
Esta sessão da professora de Meditação Studio, Elisha Goldstein, convida você a fazer nada além de assistir sua respiração, o que eventualmente torna mais fácil para você se concentrar em outras tarefas em sua vida cotidiana (sem estressar). Durante esta prática, é completamente bom se você se achar pensando em outras coisas – fique com a respiração. “Se tudo o que você fez foi notar sua mente desaparecendo quando estava vagando e gentilmente trouxe de volta uma e outra vez”, diz Goldstein, “seu tempo seria bem gasto
A Little Something …
“The biggest mistake I made is the one that most of us make while doing this. I did not live in the moment enough. This is particularly clear now that the moment is gone, captured only in photographs. There is one picture of the three on them sitting in the grass on a quilt in the shadow of the swing set on a summer day, ages 6, 4, and 1. And I wish I could remember what we ate, and what we talked about, and how they sounded, and how they looked when they slept that night. I wish I had not been in a hurry to get on to the next things: dinner, bath, book, bed. I wish I had treasured the doing a little more and the getting it done a little less.”
Source: Activity Village
Um pouco de algo …
“O maior erro que cometi é aquele que a maioria de nós faz ao fazer isso. Eu não vivi no momento suficiente. Isso é particularmente claro agora que o momento se foi, capturado apenas em fotografias. Há uma imagem dos três sobre eles sentados na grama em uma colcha na sombra do conjunto de balanço em um dia de verão, idades 6, 4 e 1. E eu gostaria de me lembrar do que comemos e do que falamos sobre, e como eles soaram, e como eles olharam quando eles dormiram naquela noite. Eu queria não ter tido pressa de seguir as próximas coisas: jantar, banho, livro, cama. Gostaria de ter atormentado fazer um pouco mais e fazer isso um pouco menos “.
Little Bit of Wisdom …
… from Diana, Princess of Wales
“Carry out a random act of kindness with no expectation of reward, safe in the knowledge that one day someone might do the same for you.”
“Family is the most important thing in the world.”
“I think the biggest disease the world suffers from in this day and age is the disease of people feeling unloved. I know that I can give love for a minute, for half an hour, for a day, for a month, but I can give.”
“Everyone of us needs to show how much we care for each other and, in the process, care for ourselves.”
“I want my boys to have an understanding of people’s emotions, their insecurities, people’s distress, and their hopes and dreams.”
“Hugs can do great amounts of good – especially for children.”
Um Pouco de sabedoria …
… de Diana, princesa de Gales
“Realize um ato aleatório de bondade sem expectativa de recompensa, sabendo que um dia alguém pode fazer o mesmo por você”.
“A família é a coisa mais importante do mundo”.
“Acho que a maior doença que o mundo sofre neste dia e idade é a doença das pessoas que se sentem amadas. Eu sei que posso dar amor por um minuto, por meia hora, por um dia, por um mês, mas posso dar.”
“Todos nós precisamos mostrar o quanto nos cuidamos e, no processo, nos cuidamos”.
“Eu quero que meus meninos tenham uma compreensão das emoções das pessoas, suas inseguranças, angústia das pessoas e suas esperanças e sonhos”.
“Os abraços podem fazer grandes quantidades de bem – especialmente para crianças”.
A Teacher’s Influence …
Teaching is and will always be my life. I love my students – kids, teenagers or adults. On the days I am not teaching, I feel empty. It is my great happiness to see my students grow and succeed in learning English.
“I like a teacher who gives you something to take home to think about besides homework.”
“If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important.”
“Teaching is the greatest act of optimism.”
“I am not a teacher, but an awakener.”
“Teachers can change lives with just the right mix of chalk and challenges.”
“Let us remember: One book, one pen, one child, and one teacher can change the world.”
“A word of encouragement from a teacher to a child can change a life.”
John C. Maxwell
“A teacher affects eternity; he can never tell where his influence stops.”
“I touch the future. I teach.”
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
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
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.
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 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.
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 a particular piece of information, eg listening to the weather forecast to find out what the temperature will be tomorrow.
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.
Organising ideas in a logical way when speaking or writing so that the listener or reader can follow our ideas.
Joining sentences together using words like and, but and because so our language flows more easily.
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!
An interactive strategy which is about knowing when you can join in a conversation and signalling when you think someone else should speak.
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
Deciding what you want to do with the chairs and desks in the class. Do you want your learners to sit in rows? In a horseshoe? Café-style sitting around tables?
Deciding how you want your learners to complete an activity. Do you want them to work alone? In pairs? In groups? As a whole class?
Asking learners questions to find out what they know and don’t know about an idea or about language.
Telling learners what you want them to do in an activity.
Asking learners questions to check that they understand the meaning of language or to check that learners know what to do in an activity.
When learners are doing an activity on their own or in pairs/groups, the teacher walks around the room to look at or listen to what learners are doing to check that they are doing the right thing and to help when needed.
Telling learners how they are doing. This could be checking the answers to an activity in class or providing some correction. It could also be talking to learners about their progress.
Organising your board and using the board to help learners learn.