Você sabia que há diferenças entre uma palestra e uma fala ao público?
Seguem algumas explicações sobre essas diferenças e como saber usa lás quando necessário.
Lectures vs Public Talk
Reflections on the difference between public and academic speech. What distinguishes a lecture from public talk? This table lists their distinguishing features.
PUBLIC TALK – LECTURE
Talks tend to create an emotional bond with the audience
Lectures aim to stimulate intellectual understanding
Talks persuade: they depend on specific words chosen to move and persuade the audience.
Lectures inform: they depend on information for their impact, and the actual words that convey that information can be improvised.
Talks identify shared values: TED talk => the speaker talks about the importance of exploring the oceans to get to know better life on Earth and what to expect in the future
Lectures flow from someone who knows to someone who doesn’t: oceanography lecture: data and highly specific domain vocabulary: “downslope”, “salinity”, etc.
Talks rely on persuasive techniques: these may include not only information, but emotional pleas to maximise impact. A speaker generally shares conviction.
Lecturers rely on the informative value of content: their aim is to inform the audience. A lecturer usually shares expertise.
Talks seek to get the audience to agree with the speaker’s point of view: the aim of a speech is to persuade others to choose one option.
Lectures tend to give listeners information they can use to make up their minds: a lecture clarifies what options are available.
At the end of a talk, members of the audience should feel they know and like the speaker: the speaker is one of them.
At the end of a lecture, members of the audience may find it irrelevant whether they liked the lecturer, but they appreciate the new understanding they have reached.
Adapted from: Classroom
© Kevin Johnston
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.
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
Dear Students, Parents and Friends,
The activities for Easter Week are done! I am tired, but very happy with the outcome.
The children had a lot of fun doing the activities for Easter.
They looked for hidden chocolate eggs during the egg hunt with happiness and joy.
It was a great time and we all learned and had a lot of fun.
Dear Teachers and English Learners,
Check this conference because it was very good.
Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK. His interests include Children’s Education, Remote Presence, Self-organising systems, Cognitive Systems, Physics and Consciousness. Professor Mitra’s work at NIIT created the first curricula and pedagogy for that organisation, followed by years of research on learning styles, learning devices, several of them now patented, multimedia and new methods of learning. Culminating and, perhaps, towering over his previous work, are his “hole in the wall” experiments with children’s learning. Since 1999, he has convincingly demonstrated that groups of children, irrespective of who or where they are, can learn to use computers and the internet on their own using public computers in open spaces such as roads and playgrounds. He brought these results to England in 2006 and invented Self Organised Learning Environments, now in use throughout the world. In 2009, he created the Granny Cloud of teachers who interact with children over the Internet. Since the 1970s, Professor Mitra’s publications and work has resulted in training and development of perhaps a million young Indians, amongst them some of the poorest children in the world. The resultant changes in the lives of people and the economy of the country can only be guessed at.
The future of learning
In this talk, Sugata Mitra will take us through the origins of schooling as we know it, to the dematerialisation of institutions as we know them. Thirteen years of experiments in children’s education takes us through a series of startling results – children can self-organise their own learning, they can achieve educational objectives on their own, they can read by themselves. Finally, the most startling of them all: groups of children with access to the internet can learn anything by themselves. From the slums of India, to the villages of India and Cambodia, to poor schools in Chile, Argentina, Uruguay, the USA and Italy, to the schools of Gateshead and the rich international schools of Washington and Hong Kong, Sugata’s experimental results show a strange new future for learning.