Study some of the verbs related to movement so you can use them during your conversation practice. 👍😃
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.
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
Play is fun, all children love playing, and children learn so much through play without even realising it. So we need to give children time to play, not just ten minutes when they finish their ‘work’.
When children play, they are experimenting with ideas, testing hypotheses, mastering skills, using their imaginations and representing their world. If you cut out play when teaching English you are removing a vital step in childhood development.
Here are a few examples of the different types of things children are learning and developing as they play.
- When playing with plasticine children develop their fine motor skills. Children are working on hand-eye coordination and building up the muscles in their hands and fingers when modelling plasticine. These are valuable pre-writing skills, as good muscle strength and hand-eye coordination will help children hold and use writing tools properly later on. By playing with plasticine, children are also experimenting with things like colour, shape and texture.
- When playing with dolls and a tub of waterthey are learning about the concepts of wet and dry, floating and sinking, clean and dirty. They are also engaging in sensory play, and experimenting with the way water feels.
- When playing with musical instrumentschildren are developing sound recognition (the sounds that different instruments make and an understanding of how sounds can change (e.g. high, low, soft, loud, fast slow) and an appreciation of music. These valuable listening skills are transferable to the area of language and communication.
- When playing with transport toys, children are experimenting with friction and motion, up and down, forwards and backwards, fast and slow.
- When children are playing with blocks, they are learning about colour, shape and patterns, as well as the concepts of weight, size, height, length, vertical and horizontal.
- In dramatic play and small world play(acting out scenes from real life, stories and/or imagination created with small figures and objects) children are representing ideas that help them make sense of the world around them. They can also experiment with playing different roles and inventing different scenarios, taking them beyond the real world and developing their imagination.
What do you think?
- How important do you think it is to give children time to play?
- How do you think play can help a child’s language development?
© British Council
We’ve talked about why children play and the benefits of play, but the idea still persists that if it’s too much fun, children are not learning.
However, the evidence suggests the opposite. Research shows that children actually learn through play. Play is learning.
Internationally renowned expert on early childhood and play, Tina Bruce, outlines in her book, Early Childhood Education, the 12 features of free-flow play:
1. Children use the first-hand experiencesthey have had in life during play.
2. Children keep control as they play. Play does not bow to pressure to conform to external rules, outcomes, targets or adult-led projects.
3. Play is a process. It has no products.
4. Children choose to play. It is intrinsically motivated and spontaneous.
5. Children rehearse their possible futures in their play. Play helps children learn to function in advance of what they can do in the present.
6. Play has the potential to take children into a world of pretend, beyond the here and now, in the past, present and future, and it transforms them into different characters.
7. Play can be solitary, and this sort of play can be very deep.
8. Children can play together or with an adult, in companionship (parallel play), associatively or cooperatively in pairs or groups.
9. Play can be initiated by a child or an adult, but adults need to respect the child’s play agenda by not insisting that the adult agenda dominates the play.
10. Child-led play is characterised by deep concentration.
11. In play, children try out their recent learning, mastery, competence and skills, and consolidate them.
12. Play makes children into whole people, able to keep balancing their lives in a fast-changing world.
Tina Bruce (2015) Early Childhood Education 5th Edition
© The University of Sheffield
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.
- 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
To summarise, if you are to be interviewed for a job you should understand:
- the services or products the organisation deals with
- the organisation’s aims and values – what does it say in its ‘mission statement’?
- how you will fit in with its values. Can you identify its culture?
- who its clients / customers are
- who its competitors are and how the organisation compares to them
- if the organisation has been in the news recently and why?
Researching an institution
If you have applied for a course, you may be invited for an interview, although this varies between departments and at different universities or colleges. If you have applied to do postgraduate research you will almost always be invited to interview.
Before you attend, you should understand:
- the institution and department that you wish to join and its strengths
- the aims and values of the institution – what does it say in its ‘mission statement’?
- how you will fit in with its values. Can you identify its culture?
- the key areas of research currently being undertaken or the structure of the course
- the types of careers that students progress on to after completion
- if the institution has been in the news recently and why?
© The University of Sheffield
Watch, learn and practice to master!
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
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.
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