A Influência de um Professor

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.

Paula Lyra.

“I like a teacher who gives you something to take home to think about besides homework.” 

Lily Tomlin

“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.”

Barbara Colorose

“Teaching is the greatest act of optimism.” 

Colleen Wilcox

“I am not a teacher, but an awakener.” 

Robert Frost

“Teachers can change lives with just the right mix of chalk and challenges.”

Joyce Meyer

“Let us remember: One book, one pen, one child, and one teacher can change the world.”

Malala Yousafzai

“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.”

Henry Adams

“I touch the future. I teach.”

Christa McAuliffe


Palavras de sabedoria ao redor do mundo

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

Em Português
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 Strategies 

Para nos tornarmos bons leitores, lendo por prazer, estudo ou trabalho, precisamos desenvolver algumas ferramentas fundamentais durante o processo de leitura. 

Aqui segue um texto com boas dicas sobre isso. Boa leitura!
We previewed the content of the texts by looking at information that stands out (again, key words, images, etc.) and, using our existing knowledge, we predicted what was likely to be discussed in the texts.
Reading strategies are plans and techniques we develop in order to understand written texts, we shall divide them in Before, During and After strategies.
Before: We preview any information that stands out from the text as a whole and predict its main topic. We can then make some assumptions on the vocabulary we expect to find.
During: This very much depends on our objective in reading the text. We may be happy with getting just the gist, or we may need to obtain some specific data or information, or perhaps we are only looking for one or two key words, and so on. In other words, we read for different aims and these aims determine the strategy that we will use during reading. Normally, we will apply the following strategies:
SKIMMING: to look for the general idea.
SCANNING: to look for specific information, e.g. names, places, figures.
INTENSIVE READING: to read in details for a specific learning purpose or task.
EXTENSIVE READING: to read for enjoyment.
After: We verify if our predictions were correct, evaluate arguments, data, style, etc, compare and contrast what we have just read with other similar texts or our pre-existing knowedge of the topic.
Remember, these strategies aren’t always clear-cut before, during and after. Sometimes, especially as we become more proficient readers, we may mix them, skip them or adapt them to our needs.

Source: https://www.futurelearn.com/courses

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.

Terminology for Reading and Listening


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.


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.

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.


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.

Ano Novo Chinês – Ano do Cavalo



Dia 31 será o Ano Novo Chinês. Você sabe qual é o seu signo no horóscopo chinês? O que ele representa? Qual sua sorte para 2014?chinese_new_year_2014_clipart


The Chinese Zodiac, known as Sheng Xiao, is based on a twelve year cycle, each year in that cycle related to an animal sign. These animal signs are the rat, ox, tiger, rabbit, dragon, snake, horse, sheep, monkey, rooster, dog and pig. It is calculated according to Chinese lunar calendar . Ancient people observe that there are 12 full moons within one year. So, its origin is associated with astronomy. Each animal sign is usually related with an earthly branch, so the animal years were called zi rabbit, chou ox, yin tiger, mao rabbit, chen dragon, si snack, wu horse, wei sheep, shen monkey, you rooster, xu dog and hai pig.

12 Animal Signs

For a long time there has been a special relationship between humans and the 12 zodiacal animals. It is believed that the years represented by the animals affect the characters of people in the same manner as the sign of zodiac adopted by western civilizations. People under different animal signs have distinct characters. Some signs are perfect match while some are less compatible or even born opponents.

Check the link below to discover about you and your perfect match.

Good Luck!


The Lantern Festival

In China, the New Year is a time of family reunion. Family members gather at each other’s homes for visits and shared meals, most significantly a feast on New Year’s Eve.

The lantern festival is held on the fifteenth day of the first lunar month. Some of the lanterns may be works of art, painted with birds, animals, flowers, zodiac signs, and scenes from legend and history. People hang glowing lanterns in temples, and carry lanterns to an evening parade under the light of the full moon.

In many areas the highlight of the lantern festival is the dragon dance. The dragon—which might stretch a hundred feet long—is typically made of silk, paper, and bamboo. Traditionally the dragon is held aloft by young men who dance as they guide the colorful beast through the streets.
Read more:  Chinese New Year: 2014 | Infoplease.com http://www.infoplease.com/spot/chinesenewyear1.html#ixzz2rVkHfk3N

Como ajudar seus filhos a não brigarem por causa de brinquedos

Brigas por disputar brinquedos é comum entre crianças, como ensiná-los e se comunicar e evitar brigas é muito importante.

Toy Fight

“Use your words.”

by: http://notjustcute.com/2014/01/13/nine-words-to-end-fights-over-toys/

It’s a popular phrase adults say when kids are acting out.  And kids do need to learn how to effectively communicate verbally in order to move away from communicating behaviorally.  But in order to use their words, they have to have the words.

We have to be intentional in teaching our children the social scripts they need to navigate the social tides of life.  By teaching kids a few simple phrases, they quickly recognize them as you coach them through regular opportunities for problem solving, and soon they feel comfortable enough with them to use them independently.

If I had to pick one phrase that I have seen make the most difference for kids in social situations, it would be these nine words:

“Can I have a turn when you’re done please?”

Sharing and turn taking are things we value as adults, but they are extremely vague concept for kids.  Most of the time, kids really only understand how they work when it comes to making sure they get their turns!  Through their developmental lens, many preschoolers adhere to the philosophy that “What’s your is mine and what’s mine is mine.”  This is why “He’s not sharing!” or “She took my toy!”  is such a frequent complaint at preschools and play dates.

Often, our response is to force sharing.  (Or at least the appearance of sharing!)  We set timers or pry something from their clenched little fists, in an effort to restore order.  But, this approach robs kids of critical problem solving practice and opportunities to develop their own social skills.  We may value peace and order as adults, but kids need a manageable amount of conflict and chaos to give them meaningful social skill practice.

Given their own tools and scripts as well as adequate opportunities to practice, kids will not only gain the skills they need to be socially competent, but they’ll also increase their confidence in their own ability to solve their own problems.  We communicate several key points that ease the process for both kids involved.

1.  I want a turn.  This empowers the child who is asking.  It helps the child to know it’s OK to communicate your needs and wants to others, and that you can and should do that clearly and politely.

2.  You get to finish.  The magic ingredient in this phrase is “when you’re done”.  It communicates to the child in possession of the object that no one is trying to take it away or force them to “share”.  It lets them feel a sense of control, which almost always has the result of softening the child’s white knuckled grip.

Without these three extra words, children only hear that they are losing something– that someone is taking something away from them.  With those three words, consideration is given to the child with the object.  Instead of losing an object, they are gaining an element of control.

I have watched time and again as two children have fought passionately over an object, then had an intervening adult introduce this nine word phrase.  More times than not the child who is in possession of the object is done within a matter of minutes (or even seconds!) — but only when they get to do it on their terms.

The fight wasn’t about who had the object as much as it was about who had the power.

What about when the child doesn’t hand it over so quickly?

Sometimes you can coach children through this phrase and simply follow up with, “So Ben, when you’re done, find Sky and make sure she gets the next turn, OK?” and that is that.  The two seamlessly make the switch-a-roo on their own moments later.

Sometimes you coach them through the dialogue and the child in possession says, “I’ll never be done!”

There are a few things you could do here, depending on the situation and the temperaments of the kids involved.  You can keep things light and simply say, “Well, there are so many fun things to do here, I doubt you’ll want to play with that  F O R E V E R!  So when you decide you’re done, just make sure you give it to Sky so that she can be next.”  For other kids you might need to say, “Well, I know some kids like to use timers to decide when their turns are over.  Do you two want to try that?  Ben, how much more time do you think you need?”  If the two agree on a reasonable number, great!  Help the children set a timer, and give it to one of them, so that they can be in charge.   If they don’t come up with a reasonable number (“14 hours!”), you may have to give a few suggestions and let them choose from those.

Usando play dough (massa de modelar) de forma criativa

Devemos sempre desenvolver nas crianças suas habilidades, múltiplas inteligências e criatividade. Brincando é que conseguimos os melhores resultados.

Veja algumas ideias em Inglês de como ensinar formas geométricas utilizando massa de modelar.


Circle “Make a circle. Pretend it’s a cookie and add some chocolate chips.” Children can pinch off some play dough and roll it into tiny chocolate chips to decorate their cookie.

Triangle: “Pretend it’s a pizza and add some pepperoni.” Children can form little pepperoni out of extra play dough to make the triangle look like a slice of pizza.

Square: “Pretend it’s a window and add some flowers or trees outside.” Children can use play dough to make either some flowers to place outside the window or some trees.

Rectangle: “Pretend it’s a table and put some food on it. Make some animals in a cage.”

Diamond/Rhombus: “Pretend it’s a kite and add a kite tail.” Children can roll out some more dough to make a kite string.

Oval: “Pretend it´s Easter. Let´s make some Easter Eggs!”

Free: “Pretend there is a racetrack and add some cars.” Cars might not be easy to make with play dough, but show children how to make a very simple representation of a car with play dough (no details).

Mais ideias: http://www.prekinders.com/shape-play-dough-mats/

Muitas outras atividades podem ser desenvolvidas utilizando-se play dough e os alunos amam. Segue uma receita caseira para fazer a massa. Mãos à massa e boa atividade!

Play Dough recipe for kids

A Importância do Homework para alunos de Inglês

Keep calm and do homework

Muitos dos meus alunos detestam fazer homework (dever de casa), alguns então nem online. Desta forma fica muito difícil fixar o conteúdo aprendido em classe de 2 horas semanais.

Portanto, aqui segue um link em Inglês que destaca 6 razões para se fazer o homework.


Homework blackboard

1. Class time isn’t enough and learners need extra practice

Homework should above all else serve to review something that has been learned in class, or to offer further practice of something that was new and particularly tricky. With this in mind, make sure that whatever homework you assign can be completed by learners independently and with relative ease. Homework that gives the student an opportunity to further practice what he or she has just learned in class to further fix the concepts in their mind can be extremely worthwhile. Ideally, it should be something that is useful but that might have been boring had it been done in class (such as a gap fill text).

2. Homework helps them to remember the things they learned in class

Homework can do a great job of reinforcing the content of lessons, and provides a valuable opportunity for extra practice… before they have a chance to forget everything! Basically, homework should always supplement and click that ‘I remember’ button, so don’t assign new material because there’s a big chance that A) they will not understand it, and B) become frustrated with the tasks as well as being less open to discussing the work in class later on. This point is particularly important with classes that you see infrequently, as they have many chances to forget what you did in the last class!

3. Homework nurtures responsibility and facilitates the development of good study habits

At its best, homework helps to create an awareness of the methods of study fundamental to success in learning a language. Homework that bears this in mind will give learners the valuable experience of working to deadlines while facilitating teacher/learner interaction: once learners have completed such homework, you have to give feedback on their performance and the process as a whole.

4. Homework is a useful tool in preparing learners for tests and getting to grips with other aspects of the curriculum

Bear in mind that not all homework has to be graded, although doing so often encourages learners to actually complete the work, especially when it is geared toward some end goal such as an exam. A good thing to do in such cases is to give homework that follows the specifications of the assessment as closely as possible. What’s more, work done at home can take advantage of the quiet and private conditions needed for committed work.

5. Homework can help students to make more rapid progress in their language acquisition

Homework can provide valuable practice of skills learned in the classroom. We know that we are pushed for time and that each lesson is valuable contact time. We don’t want to be going into too much detail or doing too many tasks on one language point, regardless of whether or not the learners need it. At some point, you need to provide ways for that practice to take place in the learners’ own time, so you can get on with new stuff next lesson!

6. It can allow students to use materials and other sources of information that are not always available in the class room

Some of us have the luxury of computers and projectors in class, others do not. Some exercises that are on the net work best as self study materials anyway. Think about the resource you want learners to use and in particular whether it is more suited to classroom use or for personal study. Furthermore, assigning research tasks that require learners to go out into the wider world and independently find resources that link to what you did in class can be a useful and motivating activity.