During the month of June, we learned a lot about seeds from fruit, vegetables, plants and flowers
We had fun preparing and decorating the boxes and filling them with seeds that we collected during our meals.
Our Box of Seeds
Tag Archives: aprendizado bilíngue
Common beliefs about dyslexia
Dyslexia is primarily a language-based reading disability, not a visual-based disability.
Research has shown that people with dyslexia are more likely to have children with dyslexia. A child with one parent with dyslexia is about 40% to 60% likely to have dyslexia themselves.
In dyslexia identification there are clear and well-defined cut-off points. An individual either has dyslexia or not.
Because the core difficulties associated with dyslexia are related to how the individual sounds of language are processed in the brain, and not visual perception, coloured overlays do not improve reading accuracy or comprehension for dyslexic students. Research evidence shows no significant benefit in terms of objectively measurable reading gains when using colored overlays despite the fact that many dyslexic students report that they find them useful.
People with dyslexia have difficulties with processing and manipulating the smallest sounds of language, called phonemes. Research shows that, in students with dyslexia, the part of the brain that processes those sounds and connects those sounds to letters is under-activated as compared with typically developing readers. People with dyslexia also perform more poorly on tasks that require analyzing, synthesizing, and manipulating phonemes.
There is no scientific evidence that seeing letters and words backwards is a characteristic of dyslexia.
There is a significant and pronounced difference between males and females when it comes to ‘identified’ dyslexia and reading difficulties. There are a number of reasons for this, one of them is that females and males use different behavioural and emotional compensation techniques and react differently when faced with these challenges. Therefore boys are more easily identified as dyslexic in school settings. When researchers identify dyslexia in the general population, there is less pronounced difference between males and females in the prevalence of dyslexia. Researchers examined gender differences based on the variation in reading abilities among males and females. They found that males show more variability and depending on the cut-off point for identifying dyslexia, indeed there might be more male than female dyslexics (Hawke, J. L., Olson, R. K., Willcut, E. G., Wadsworth, S. J., & DeFries, J. C. (2009). Gender ratios for reading difficulties. Dyslexia, 15(3), 239-242.)
This statement might be true although research evidence is often contradictory on this question.
Research suggests that there are significantly more dyslexic individuals among art students than non-dyslexic ones (Wolff, U., & Lundberg, I. (2002). The prevalence of dyslexia among art students. Dyslexia, 8(1), 34-42). There is also neuroimaging evidence that shows that lower reading skill is associated with a visuospatial processing advantage (Diehl, J. J., Frost, S. J., Sherman, G., Mencl, W. E., Kurian, A., Molfese, P., … & Pugh, K. R. (2014). Neural correlates of language and non-language visuospatial processing in adolescents with reading disability. NeuroImage, 101, 653-666). However, some studies have found that the visuospatial superiority is more apparent in dyslexic men than women (Brunswick, N., Martin, G. N., & Marzano, L. (2010). Visuospatial superiority in developmental dyslexia: Myth or reality?. Learning and Individual Differences, 20(5), 421-426.)
Because dyslexia is caused by difficulties with processing individual sounds of language in the brain, researchers know that effective instruction includes explicit and systematic instruction in phonemic awareness (practice manipulating the individual sounds in our language) and phonics (practice connecting those individual sounds, or phonemes, to letters). There are no scientifically proven benefits of eye-tracking exercises.
Source: https://www.futurelearn.com/courses/dyslexia/8/steps/1399907
The origins of English
The story of the English language began in the fifth century when Germanic tribes invaded Celtic-speaking Britain and brought their languages with them. Later, Scandinavian Vikings invaded and settled with their languages too. In 1066 William I, from modern-day France, became king, and Norman-French became the language of the courts and official activity. People couldn’t understand each other at first, because the lower classes continued to use English while the upper classes spoke French, but gradually French began to influence English. An estimated 45 per cent of all English words have a French origin. By Shakespeare’s time, Modern English had developed, printing had been invented and people had to start to agree on ‘correct’ spelling and vocabulary.
Remote teaching tips
This publication offers a range of practical tips and advice for remote teaching in all contexts.
Technology has already transformed our century. Smartphones, cloud computing, social media and videoconferencing are only a few of the major innovations that have exploded onto the scene. They have changed our lives and completely changed the ways in which we communicate and access information and learning.
Yet in 2020 teachers have also had to face another unexpected challenge – the Covid-19 pandemic. We know many children have missed learning during school closures and too many lack the conditions for remote learning. But the more that teachers can provide remote teaching the better.
These tips provide new ideas for teachers less familiar with remote teaching and provide fresh insights for teachers who already teach remotely. See the list of tips and guidance below:
- Getting started with online teaching
- Keeping your learners safe online
- Lesson planning for teaching live online
- A menu of ideas for online lessons
- Supporting neurodiversity in online teaching
- Inclusion in remote teaching contexts
- Helping parents and caregivers to support remote learning
- Supporting your child to learn remotely at home
- Maximising speaking opportunities in online lessons
- Maintaining student motivation while teaching remotely
- Using Facebook to teach English remotely
- Using mobile messenger apps to teach English remotely
- Teaching English via television or YouTube
- Teaching English using SMS
- Teaching English via telephone calls
- Teaching English via radio
- Teaching English remotely with limited technology
- Zoom: top tips for online English teaching
Source: https://www.teachingenglish.org.uk/article/remote-teaching-tips
What happens when we open a book? 📚
I Opened A Book
by Julia Donaldson
I opened a book and in I strode
Now nobody can find me.
I’ve left my chair, my house, my road,
My town and my world behind me.
I’m wearing the cloak, I’ve slipped on the ring,
I’ve swallowed the magic potion.
I’ve fought with a dragon, dined with a king
And dived in a bottomless ocean.
I opened a book and made some friends.
I shared their tears and laughter
And followed their road with its bumps and bends
To the happily ever after.
I finished my book and out I came.
The cloak can no longer hide me.
My chair and my house are just the same,
But I have a book inside me.
“Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” Roald Dahl
“There is no bond like the bond of having read and liked the same books.” E. Nesbit
“Books are the quietest and most constant of friends; they are the most accessible and wisest of counsellors, and the most patient of teachers”. Charles W. Eliot
Using Idioms Like a Native
Idioms are commonly used in spoken and written English. They add colour and interest to what we are saying. But how often do we actually find idioms in their original and full form? In today’s blog, we are going to be showing you how to use idioms like a Native English speaker!
1. Shorten the Idiom
Native English speakers are usually confident that their readers or listeners will recognise the idiom, so well-known phrases rarely need to be given in full. You may hear someone being warned not to count their chickens (don’t count your chickens before they are hatched) when they assume a future plan will be successful, or a friend may hint that her colleagues took advantage of the boss’s absence with when the cat’s away! (when the cat’s away, the mice will play).
Some idioms can be shortened in other ways such as long story short (to cut a long story short).
“Anyway, long story short, it turns out Drake isn’t really his father.”
Sometimes only a fragment of the original idiom remains. It is common to see restaurants offering early bird menus or prices (the early bird catches the worm). Someone may describe a terrible idea as a lead balloon (go down like a lead balloon). I recently heard someone talking about a baby and bathwater situation (don’t throw the baby out with the bathwater) when the whole of a plan was rejected because of a problem with only part of it.
2. Reverse the idiom
Another common way of changing an idiom is to reverse its meaning. For example, if you don’t want to deal with a problem straight away, you may put it on the back burner, but if something needs immediate attention, you can put it on the front burner. In your home village, you might be a big fish in a small pond but if you move to a large city you could end up a small fish in a very big pond.
Many idioms are very versatile and can be changed in a variety of ways. A carrot and stickapproach involves offering rewards and making threats to persuade someone to do something. However, you may come across examples like the following:
“Why use a stick when a carrot will work better?”
“Their approach is all stick and no carrot.”
“They are using every carrot and stick at their disposal.”
3. Adapt the idiom
One of the most attractive aspects of idioms is their adaptability. It is often possible to substitute one or more of the words in them to adapt to a particular situation. When two people have opposite tastes, you can say one man’s meat is another man’s poison. But how about one man’s junk is another man’s treasure or one man’s madness is another man’s genius? The possibilities are endless.
Substitutions can also be used to alter the meaning of an idiom. For example, a plain-talking person will call a spade a spade, but someone who is more frank than necessary may call a spade a shovel. On the other hand, someone who is reluctant to speak plainly may call a spade a gardening implement.
So, why not have a go at adapting some idioms yourself? After all, when in Rome…
New Year’s celebration around the world
New year, old celebrations
There have been celebrations to mark the beginning of a new year for thousands of years. Sometimes these were simply an opportunity for people to eat, drink and have fun, but in some places the festivities were connected to the land or astronomical events. For example, in Egypt the beginning of the year coincided with when the River Nile flooded, and this normally happened when the star Sirius rose. The Persians and Phoenicians started their new year at the spring equinox (this is around 20 March when the Sun shines more or less directly on the equator and the length of the night and the day are almost the same).
The oldest celebration
The city of Babylon in ancient Mesopotamia was where the first New Year’s celebrations were recorded about 4,000 years ago. The Babylonians held their celebrations on the first new moon after the spring equinox and called this festival Akitu (which comes from the word the Sumerians used for barley). Barley was cut in Mesopotamia in the spring, and during Akitu there was a different ritual on each of the 11 days that the celebration lasted. Statues of the gods were carried through the streets of the city, and in this way the Babylonians believed that their world had been cleaned to prepare for the new year and a new spring.
Modern celebrations
In many cities all over the world, spectacular fireworks displays take place as soon as the clock passes midnight on 31 December. In recent years, Sydney in Australia has been the host to one of the first of these celebrations as New Year arrives there before most other major international cities. The display takes place in Sydney Harbour, with the Opera House and Harbour Bridge making it a stunning setting. Fireworks light up the skies in hundreds of cities as 12 midnight strikes around the globe.
Traditions that live on
There are a number of strange and interesting New Year’s traditions around the world. In Scotland, New Year’s Eve is called Hogmanay and ‘first footing’ remains a popular custom with people visiting friends’ and neighbours’ houses just after midnight. The first person who visits your house should bring a gift as this will mean good luck. In Spain, it is the custom to eat 12 grapes as the bells sound for midnight on 31 December. One grape is eaten at each sound of the bell and each grape is supposed to bring good luck for each month of the year ahead. In Brazil, Ecuador, Bolivia, Venezuela and some other Central and South American countries, people wear special underwear of different colours on New Year’s Eve. Red is supposed to be good for bringing love in the new year, while yellow is supposed to bring money.
Out with the old, in with the new
The new year is a perfect time to make a change for the better. The tradition of making New Year’s resolutions is more common in the western hemisphere but also exists in the eastern hemisphere. This tradition involves a person making a commitment to change an unwanted habit or behaviour or setting a personal objective. Typical New Year’s resolutions might be to give up smoking, eat healthier food, do more exercise, become more organised or laugh more – but really, a New Year’s resolution can be almost anything. However, research suggests that many New Year’s resolutions fail. Being realistic about the objectives you set and not making too many New Year’s resolutions might help you to achieve success
It’s Christmas Time 🎄 🎅🏼
Teaching Techniques
Here follow some ideas to help ELT teachers to improve their teaching skills
- Asking questions
Asking targeted questions can help learners to pinpoint meaning. It’s often a good idea to start with closed questions, which offer a choice, before moving onto more open questions. For example, if you want to check the meaning of ‘I lived in Delhi’ you could ask:
* Am I talking about the past, the present or the future? (the past) closed question * Do I live in Delhi now? (no) closed question * Tell me about a place where you lived before open question Remember that asking ‘What does this word mean?’ can be tricky for lower level learners. Think about how you would answer before asking this! Also, if you ask ‘Do you understand?’ it is easy for learners to answer ‘Yes!’, but you won’t really know unless you check properly. Some learners are reluctant to say when they don’t understand something. - Asking learners to demonstrate
Examples: ‘How do you look when you feel interested?’, ‘Point to something which is heavy’, ‘Show me what you do when you yawn’. Of course, this doesn’t work for everything. You could ask individuals or the whole class to demonstrate. - Testing knowledge
Giving learners an exercise to complete is one way of seeing how much they understand. There are lots of options: examples include a matching activity, wordsearch, crossword, writing words for definitions/writing definitions for words. Multiple choice activities probably need to be followed by another way of checking too, as learners may have just guessed! Learners need to be reassured that if they don’t know the answers, it’s OK! - Using images
Displaying an image and asking questions can be a good way to check understanding. For example, you could show a picture of a man in prison and ask ‘What has he done?’, to check the present perfect structure. Or simply show a picture of a word you want to check, like ‘ski resort’. You could ask younger learners to draw the item you want to check. - Using translation
You could ask learners for a translation, or give a translation and ask for the English word. Of course, not all words or phrases directly translate between languages, so this technique can be problematic. It can be useful for abstract concepts
Source: © British Council
Children Learn by Playing
If you want your child to learn another language, you need to provide a fun and happy environment to make the learning a good experience.
Paula Lyra ELT School 