Tag Archives: aprendizado bilíngue
How to answer interview questions
© The University of Sheffield
Strength-based questions
A number of employers have introduced ‘strength-based questions’ into interviews. They focus on what you enjoy doing and what you are particularly good at rather than what you can do, so be prepared to be open and honest.
Consider your achievements not just in your studies and at work but also in activities such as sports, interest groups or volunteering. Think about what aspects you enjoy and why you are good at them. This should help you to understand your strengths and prepare you for strength-based questions.
Types of questions that are looking for strengths include:
- How do you know if you’ve had a good day?
- Describe something that you learnt recently.
- What activities come naturally to you?
- Would you prefer to be a big fish in a small pond or a small fish in a big pond?
- Describe your favourite interest outside of your work or studies.
- What have you done that you are most proud of? Why was it significant?
- What are your greatest strengths? When do you use them?
In describing your strengths, you may be able to provide evidence of the skills and experience asked for in the job description, such as team work, project work, communication skills or customer service.
For example:
- You enjoy playing the violin as part of an amateur orchestra.
- You may feel that you’ve had a good day after completing a difficult project on time.
- You would describe yourself as a good listener, who is able to communicate with people from different backgrounds and cultures.
- You are particularly proud of your customer service skills and have gone out of your way to help people recently.
Use the comments below if you can think of other strength-based questions, and how you might answer them.
© The University of Sheffield
How to agree with a positive or negative sentence.
Watch, learn and practice to master!
The Year of the Rat – Chinese zodiac
Esse será o ano chinês do Rato. Um animal silencioso, rápido e que sabe se multiplicar!
Seguem alguns provérbios chineses para inspiração nesse novo ano.
Some Chinese proverbs:
If you want happiness for an hour, take a nap. If you want happiness for a day, go fishing. If you want happiness for a year, inherit a fortune. If you want happiness for a lifetime, help somebody.
Keep a green tree in your heart and perhaps the singing bird will come.
When there is light in the soul there is beauty in the person. When there is beauty in the person, there is harmony in the home. When there is harmony in the home, there is honour in the nation. When there is honour in the nation, there is peace in the world.
If you chase two rabbits, both will escape.
A book is like a garden carried in the pocket.
A child’s life is like a piece of paper on which every person leaves a mark.
Be the first to the field and the last to the couch.
A bird does not sing because it has an answer. It sings because it has a song.
A bit of fragrance clings to the hand that gives flowers.
If you always give you will always have.
To succeed, consult three old people. Teachers open the door; you enter by yourself.
He who asks is a fool for five minutes, but he who does not ask remains a fool forever.
To know the road ahead, ask those coming back.
Source: Activity Village
Você ensina Criatividade e Pensamento Crítico?
Confira essas cinco dicas com base em nosso documento de posição de habilidades globais!
1. Tente usar eventos nas notícias para organizar um debate ou discussão em sala de aula! Por exemplo, você pode pedir aos alunos que realizem um debate sobre as mudanças climáticas. Isso também desenvolverá suas habilidades de cidadania e comunicação!
2. Tente fazer perguntas abertas que permitam múltiplas respostas, como “Quais são as quatro coisas interessantes que você fez nas férias?” Isso deixará espaço para análise e interpretação, incentivando os alunos a pensar de forma crítica e criativa.
3. O trabalho do projeto é uma ótima maneira de ensinar habilidades globais como criatividade, pensamento crítico e colaboração! Ao trabalhar em grupos, definir sua própria agenda e personalizar sua abordagem, os alunos se sentem mais envolvidos e desenvolvem várias habilidades ao mesmo tempo.
4. Não sabe por onde começar? Comece pequeno! Todas as lições incluem uma curta atividade de aprendizado de idiomas que inclua o foco na criatividade ou no pensamento crítico.
Mais tarde, você pode passar para atividades mais focadas e aprofundadas, incluindo o trabalho do projeto.
5. Tente pedir aos alunos que criem um relatório digital sobre uma questão global como mudança climática ou desigualdade! Isso os ajudará a pensar criticamente e a aprender a resolver problemas. Eles poderiam gravar o relatório em um dispositivo móvel e compartilhá-lo com seus colegas de classe para obter feedback.
In English
Do you teach Creativity and Critical Thinking?
Check out these five top tips based on our Global Skills position paper!
1. Try using events in the news to hold a debate or discussion in class! For example, you could ask students to hold a debate on climate change. This will also develop their citizenship and communication skills!
2. Try asking open-ended questions that allow for multiple responses, such as “What are four interesting things you did on holiday?” This will leave room for analysis and interpretation, encouraging students to think critically and creatively.
3. Project work is a great way to teach global skills like creativity, critical thinking, and collaboration! By working in groups, setting their own agenda, and personalizing their approach, learners feel more engaged and develop multiple skills at once.
4. Not sure where to begin? Start small! Every lesson, include a short language-learning activity than includes a focus on creativity or critical thinking.
Later, you can move on to more focused, in-depth activities, including project work.
5. Try asking your learners to create a digital report on a global issue like climate change or inequality! This will help them think critically and learn to solve problems. They could record the report on a mobile device and share it with their classmates for feedback.
Source: Oxford University Press
Como começou a ser celebrado o Thanksgiving
Assista ao vídeo e entenda a história
A história por trás do Black Friday.
As primeiras origens e história
O termo “sexta-feira negra” foi realmente associado à crise financeira, não às compras de vendas.
Dois financistas de Wall Street, Jim Fisk e Jay Gould, compraram juntos uma quantidade significativa de ouro dos EUA na esperança de que o preço global subisse e, por sua vez, pudessem vendê-lo com lucros enormes.
Na sexta-feira, 24 de setembro de 1869, no que foi chamado de “Black Friday”, o mercado de ouro dos EUA entrou em colapso e as ações de Fisk e Gould deixaram os barões de Wall Street em falência.
Não foi até anos posteriores que o período pós-Ação de Graças se associou ao nome.
Nos últimos anos, circulou um boato impreciso, sugerindo que os proprietários de plantações do sul poderiam comprar escravos a um preço com desconto após o Dia de Ação de Graças, no século XIX.
Learn the difference between the United Kingdom and Great Britain
Dialogue explaining which nations form the UK.
Man: So where are you from?
Woman: Scotland. Are you Scottish too?
Man: Well, no, I’m English actually, but, you know, it’s all, like, the same thing, isn’t it?
Woman: Not exactly.
Man: Go on! Isn’t Scotland just like, well, a bit of England?
Woman: No, it is not!
Man: Sorry, Britain I mean.
Woman: Britain is not England!
Man: Well, yeah, I know that. I’m not stupid or anything, but Britain’s, like, England, Scotland and Wales, isn’t it?
Woman: Not exactly.
Man: Yeah, it is – the UK, the United Kingdom.
Woman: The United Kingdom is Scotland, England, Wales and Northern Ireland.
Man: Oh, I see, but we’re all, like, the same nation, aren’t we?
Woman: Not really. Four nations, one state.
Man: Oh, I get it! So the UK (is), like, the same as Great Britain.
Woman: Great Britain is a geographical term – it’s a big island with Scotland, England and Wales on it.
Man: All right, but we all have the same prime minister, don’t we?
Woman: Yes, and the same head of state.
Man: The Queen!
Woman: Exactly.
Man: And the same government?
Woman: Well, Scotland, Wales and Northern Ireland have their own local parliaments.
Man: Oh. I see.
Woman: It’s complicated.
Man: Yeah, I can see that.
A Message to ESL Teachers.
Learning in a second language can be challenging, but you as 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
Devemos traduzir para o aluno?
Estudos comprovam que o uso na 1ª língua ajuda aos alunos a compreender melhor o significado das palavras na 2ª língua. Esse processo chama-se Translinguagem!
In English
Recently, there has been a growing recognition that our language learners’ educational outcome may in fact be improved if they are given support in their own first language alongside their English language development. Despite this, some teachers and parents still fear that by supporting bilingual pupils’ first language their development of English will suffer. Evidence suggests that this is not the case. Rather, acknowledging and incorporating the use of our language learners’ first language in the classroom as a learning resource offers a positive move towards building a more supportive learning environment. This is called translanguaging.
Source: https://www.futurelearn.com/courses/tesol-strategies/4/steps/600471
