Alguns de meus queridos alunos que com esforço e dedicação terminaram mais um ano letivo. Parabéns a todos!
Alguns de meus queridos alunos que com esforço e dedicação terminaram mais um ano letivo. Parabéns a todos!
História do Halloween
Halloween cai em 31 de outubro de cada ano na América do Norte e em outras partes do mundo. O que você sabe sobre Halloween? Você celebra isso em seu país? Aqui está um pouco de história sobre isso.
Como muitos outros feriados, Halloween evoluiu e mudou ao longo da história. Há mais de 2.000 anos, as pessoas chamadas celtas viviam no que é agora a Irlanda, o Reino Unido e partes do norte da França. 1 de novembro foi seu dia de ano novo. Eles acreditavam que a noite anterior ao Ano Novo (31 de outubro) era uma época em que os vivos e os mortos se juntaram.
Há mais de mil anos, a igreja cristã recebeu o primeiro dia de todos os santos (também chamado de All Hallows). Este foi um dia santo especial para honrar os santos e outras pessoas que morreram por sua religião. Na noite anterior, All Hallows foi chamado Hallows Eve. Mais tarde, o nome foi alterado para Halloween.
Como os celtas, os europeus da época também acreditavam que os espíritos dos mortos visitariam a Terra no Dia das Bruxas. Eles estavam preocupados com o fato de espíritos malignos causar problemas ou machucá-los. Então naquela noite as pessoas usavam figurinos que pareciam fantasmas ou outras criaturas malignas. Eles pensavam que se eles se vestiam assim, os espíritos pensariam que também estavam mortos e não os prejudicavam.
A tradição do Halloween foi levada para a América pelos europeus imigrantes. Entretanto, algumas das tradições mudaram um pouco. Por exemplo, no Halloween na Europa, algumas pessoas levariam lanternas feitas de nabos. Na América, as abóboras eram mais comuns. Então as pessoas começaram a colocar velas dentro deles e usá-las como lanternas. É por isso que você vê Jack ‘o lanterns hoje.
Hoje em dia Halloween não é geralmente considerado um feriado religioso. É principalmente um dia divertido para crianças. As crianças se vestiram de fantasias como as pessoas faziam mil anos atrás. Mas em vez de se preocuparem com espíritos malignos, eles vão de casa em casa. Eles tocam nas portas e dizem “doçura ou travessura”. O proprietário de cada casa dá doces ou algo especial para cada truque ou treater.
Feliz Dia das Bruxas!
History of Halloween
Halloween falls on October 31st each year in North America and other parts of the world. What do you know about Halloween? Do you celebrate it in your country? Here is a little history about it.
to evolve (v)– to change little by little
spirit (n)– ghost, some people believe the spirit and body separate when a person dies
holy (adj)– sacred, very good, related to religion. Hallow comes from the word holy.
saint (n)– an honored, holy person
evil (adj)– very, very bad
lantern (n)– lamp or enclosed light that can be carried around
turnip (n)– a purple and white vegetable that grows in the ground
Like many other holidays, Halloween has evolved and changed throughout history. Over 2,000 years ago people called the Celts lived in what is now Ireland, the UK, and parts of Northern France. November 1 was their New Year’s Day. They believed that the night before the New Year (October 31) was a time when the living and the dead came together.
More than a thousand years ago the Christian church named November 1 All Saints Day (also called All Hallows.) This was a special holy day to honor the saints and other people who died for their religion. The night before All Hallows was called Hallows Eve. Later the name was changed to Halloween.
Like the Celts, the Europeans of that time also believed that the spirits of the dead would visit the earth on Halloween. They worried that evil spirits would cause problems or hurt them. So on that night people wore costumes that looked like ghosts or other evil creatures. They thought if they dressed like that, the spirits would think they were also dead and not harm them.
The tradition of Halloween was carried to America by the immigrating Europeans. Some of the traditions changed a little, though. For example, on Halloween in Europe some people would carry lanterns made from turnips. In America, pumpkins were more common. So people began putting candles inside them and using them as lanterns. That is why you see Jack ‘o lanterns today.
These days Halloween is not usually considered a religious holiday. It is primarily a fun day for children. Children dress up in costumes like people did a thousand years ago. But instead of worrying about evil spirits, they go from house to house. They knock on doors and say “trick or treat.” The owner of each house gives candy or something special to each trick or treater.
1. Take a nature walk.
Studies have shown that getting outside in nature improves well-being, and you can also gain perspective from spring’s visual cues. For example, in fall, the changing leaves are a reminder of impermanence—just as they change colors and fall from the trees, so will whatever is stressing you out. Be the tree and let what is temporary fall away.
2. Focus on small tasks.
Practice mindfulness as you complete the smaller things on your list—housework, paperwork, yard work. Focus fully on what you are doing right here, right now, checking in with all your senses as you do your tasks. If your thoughts wander to something bigger looming in the future, gently guide your mind back to the task at hand. By staying in the present moment, you stop giving importance and attention to your past or future worries.
3. Watch or read something silly.
Entertainment is more than an escape. Studies have shown that laughter reduces the release of stress hormones in your body. Catch a silly movie, or read the latest book from your favorite funny guy or gal.
4. Sing (really).
Studies have found that singing has a positive impact on affect and anxiety, and may even reduce depression. So turn up the music and sing along or gather some friends for karaoke—if nothing else, it will make you laugh (see tip 3).
5. Try a basic breath practice meditation.
This session from Meditation Studio teacher Elisha Goldstein invites you to do nothing but watch your breath, which eventually makes it easier for you to focus on other tasks in your everyday life (without stressing). During this practice, it’s completely OK if you find yourself thinking about other things—just stay with your breath. “If all you did was notice your mind going off when it was wandering and gently brought it back over and over again,” Goldstein says, “your time would be well-spent
1. Faça uma caminhada pela natureza.
Estudos demonstraram que ficar afastado na natureza melhora o bem-estar, e você também pode obter uma perspectiva das sugestões visuais da primavera. Por exemplo, no outono, as folhas que mudam são uma lembrança da impermanência – assim como eles mudam de cores e caem das árvores, assim como tudo o que forçá-lo a sair. Seja a árvore e deixe o que é temporário cair.
2. Concentre-se em pequenas tarefas.
Pratique a atenção plena ao completar as coisas menores na sua lista de tarefas domésticas, papelada, trabalho de quintal. Concentre-se totalmente no que você está fazendo aqui mesmo, agora mesmo, checando com todos os seus sentidos enquanto faz suas tarefas. Se seus pensamentos vagarem para algo maior que se aproxima no futuro, leve sua mente de volta à tarefa em questão. Ao permanecer no momento presente, você deixa de dar importância e atenção às suas preocupações passadas ou futuras.
3. Assista ou leia algo bobo.
O entretenimento é mais do que uma fuga. Estudos demonstraram que o riso reduz a liberação de hormônios do estresse em seu corpo. Pegue um filme bobo, ou leia o último livro de seu cara engraçado ou galão favorito.
4. Cante (realmente).
Estudos descobriram que o canto tem um impacto positivo sobre o afeto e a ansiedade e pode até reduzir a depressão. Então, aumente a música e cante ou colecione alguns amigos para karaokê – se nada mais, isso fará você rir (veja a dica 3).
5. Experimente uma meditação básica de respiração.
Esta sessão da professora de Meditação Studio, Elisha Goldstein, convida você a fazer nada além de assistir sua respiração, o que eventualmente torna mais fácil para você se concentrar em outras tarefas em sua vida cotidiana (sem estressar). Durante esta prática, é completamente bom se você se achar pensando em outras coisas – fique com a respiração. “Se tudo o que você fez foi notar sua mente desaparecendo quando estava vagando e gentilmente trouxe de volta uma e outra vez”, diz Goldstein, “seu tempo seria bem gasto
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 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.
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 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.
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 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.