The document discusses using fun classes, audio, video, games and play activities to create an enjoyable environment that stimulates the mind, memory, reasoning, attention, and creativity. It provides examples of audio activities using music to reinforce grammar, vocabulary, and provide relaxation. Video examples include using movie clips and YouTube videos for comprehension questions, discussions and grammar topics. Games mentioned include Taboo, Scattergories, Pictionary and online games.
The document appears to be a worksheet for an icebreaker activity called "Getting to Know You." It contains 20 prompts for students to find other students who fit certain descriptions and have them sign their sheet. The prompts cover topics like shared initials, place of birth, hobbies, favorite subjects, and other personal details. The goal is for students to collect as many signatures as possible to learn more about their classmates.
The document is a packet from the Office of Student Leadership Development containing icebreakers, teambuilders, and leadership tips to assist student clubs and organizations. It includes over 30 icebreakers categorized as name games, get-to-know-you activities, or energizers. The packet also contains teambuilding activities categorized as high energy, low energy, or problem-solving. Finally, it provides helpful leadership and life skills handouts. The office encourages clubs to use these resources and contacts the office if additional assistance is needed with training.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
This document provides instructions for several icebreaker and team-building activities for groups:
1. Story Circles involves groups taking turns adding words or phrases to a story.
2. My Favorite Things has groups explain unusual uses for common objects to encourage creative thinking.
3. Advertizing challenges groups to create advertisements for unusual products or concepts in a short time.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Students should listen when only the teacher's microphone is on and chat is off. Students can draw or write during class. Any questions can be asked after class from 3:30-4:00pm. The teacher will help go over slides again if needed.
O documento discute estratégias para ensinar inglês para crianças em idade escolar de forma efetiva, incluindo: 1) Crianças pequenas aprendem melhor inglês quando começam cedo e desenvolvem habilidades cognitivas; 2) Combinar regras de disciplina com as crianças ajuda a mantê-las interessadas e engajadas; 3) Atividades colaborativas, uso de histórias e materiais concretos tornam a aprendizagem do inglês mais prazerosa para crianças.
Relatório da selecionadora Sandra Baumel Durazzo sobre os trabalhos da área de Língua Estrangeira enviados ao Prêmio Victor Civita Educador Nota 10 de 2011.
Este relatório analisa 227 trabalhos de Língua Portuguesa para alunos do 6° ao 9° ano, apresentando: 1) Dados sobre os participantes e suas escolas, mostrando pouca variação em relação aos anos anteriores; 2) Análise dos trabalhos, destacando a integração entre leitura e escrita na maioria deles; 3) Principais problemas encontrados nos trabalhos, como falta de detalhamento das etapas e não explicitação dos conteúdos trabalhados.
The document appears to be a worksheet for an icebreaker activity called "Getting to Know You." It contains 20 prompts for students to find other students who fit certain descriptions and have them sign their sheet. The prompts cover topics like shared initials, place of birth, hobbies, favorite subjects, and other personal details. The goal is for students to collect as many signatures as possible to learn more about their classmates.
The document is a packet from the Office of Student Leadership Development containing icebreakers, teambuilders, and leadership tips to assist student clubs and organizations. It includes over 30 icebreakers categorized as name games, get-to-know-you activities, or energizers. The packet also contains teambuilding activities categorized as high energy, low energy, or problem-solving. Finally, it provides helpful leadership and life skills handouts. The office encourages clubs to use these resources and contacts the office if additional assistance is needed with training.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
This document provides instructions for several icebreaker and team-building activities for groups:
1. Story Circles involves groups taking turns adding words or phrases to a story.
2. My Favorite Things has groups explain unusual uses for common objects to encourage creative thinking.
3. Advertizing challenges groups to create advertisements for unusual products or concepts in a short time.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Students should listen when only the teacher's microphone is on and chat is off. Students can draw or write during class. Any questions can be asked after class from 3:30-4:00pm. The teacher will help go over slides again if needed.
O documento discute estratégias para ensinar inglês para crianças em idade escolar de forma efetiva, incluindo: 1) Crianças pequenas aprendem melhor inglês quando começam cedo e desenvolvem habilidades cognitivas; 2) Combinar regras de disciplina com as crianças ajuda a mantê-las interessadas e engajadas; 3) Atividades colaborativas, uso de histórias e materiais concretos tornam a aprendizagem do inglês mais prazerosa para crianças.
Relatório da selecionadora Sandra Baumel Durazzo sobre os trabalhos da área de Língua Estrangeira enviados ao Prêmio Victor Civita Educador Nota 10 de 2011.
Este relatório analisa 227 trabalhos de Língua Portuguesa para alunos do 6° ao 9° ano, apresentando: 1) Dados sobre os participantes e suas escolas, mostrando pouca variação em relação aos anos anteriores; 2) Análise dos trabalhos, destacando a integração entre leitura e escrita na maioria deles; 3) Principais problemas encontrados nos trabalhos, como falta de detalhamento das etapas e não explicitação dos conteúdos trabalhados.
Relatório da selecionadora Denise Guilherme sobre os trabalhos da área de Língua Portuguesa para o Ensino Fundamental I enviados ao Prêmio Victor Civita Educador Nota 10 de 2011.
Segunda parte da apresentação de Myrian Nemirovsky na Semana da Educação 2011. A especialista espanhola falou sobre "As Sequências Didáticas de Leitura e de Escrita na Formação Docente e na Sala de Aula".
Este relatório analisa 68 trabalhos de professores do Ensino Fundamental de 1o a 5o ano na área de Matemática para o Prêmio Victor Civita Educador Nota 10 em 2011. A maioria dos trabalhos foi desenvolvida por professoras experientes entre 31-40 anos que lecionam em escolas públicas urbanas. Os trabalhos se concentraram principalmente em Operações, Grandezas e Medidas e Espaço e Forma. Alguns trabalhos ainda focam em abordagens lúdicas para ensinar tabuadas, em vez de promover a reflexão sobre os cálculos.
Este relatório fornece um resumo dos 111 projetos de matemática do 6o ao 9o ano submetidos para o Prêmio Victor Civita de 2011. Apresenta estatísticas sobre os professores participantes, temas abordados e critérios usados para seleção. Dois projetos se destacaram por abordar temas relevantes como estatística e educação financeira de forma a articular diversos conceitos matemáticos.
The document provides an overview of a workshop on phonetic symbols and pronunciation. It discusses the debate around the importance of teaching pronunciation in language learning. While some see it as outdated, others view it as essential for student success. The workshop aims to take a balanced approach, recognizing the importance of both segmental sounds and suprasegmentals. It then defines phonetic terms like phone, phoneme, and allophone and provides examples. The rest of the workshop covers consonant and vowel pronunciation, including place and manner of articulation.
Este documento fornece diretrizes para atividades de leitura em sala de aula. Resume os principais propósitos da leitura na escola como exposição a estruturas linguísticas autênticas e desenvolvimento de compreensão. Também discute estratégias para antes, durante e depois da leitura como ativação de conhecimento prévio, previsão e verificação da compreensão.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce stress and anxiety, and boost mood and cognitive function. Staying physically active for at least 30 minutes each day is recommended for significant health benefits.
English book oxford practice grammar with answersMaria José Silva
This document provides a summary of the key changes between the first and second editions of the book "Practice Grammar with Answers" by John Eastwood.
The second edition contains more units (153 compared to 120), with more two-page units and fewer four-page units. There are now also 25 tests throughout the book. Dialogues and illustrations have been added to explanation pages. Many examples and exercises are new. The characters introduced provide context for grammar explanations and exercises. Additional appendices have been included on topics like word formation, American English, and irregular verbs. Overall, the second edition features more content, exercises, and tests to help learners of English at intermediate level improve their grammar skills.
The document provides information for a mobile game being developed for a target audience of 16-19 year old females. It includes details on the audience profile, color schemes being used, style references, planned sound effects, contingency planning for potential issues, and health and safety considerations. Color schemes were developed in Adobe Color and include bright shades for jungle, yellow and brown for farm, and neutral pinks and browns for pets. Images of similar games help with layout and title screens. Sound effects will include animal noises, award sounds, and more. Regular saving, time management, ergonomics, and clean workspace are addressed for safety.
HiExpat Blog Collection Portfolio July 2015Andrew Fraser
The document provides guidance on the differences between public and private English teaching jobs in Korea. It advises the reader to first determine whether they prefer a public or private institution, and whether they want to teach kindergarten, grade school, or adults. It warns that recruiters may try to place applicants in private kindergartens where they risk being more of an "English mascot" than an actual teacher. The document recommends doing independent research if recruiters try to place applicants in a setting they did not choose. It stresses having a bachelor's degree as a minimum requirement for all English teaching positions in Korea.
The document provides tips and strategies for learning English through songs and music. It discusses benefits such as improving vocabulary, pronunciation, grammar and cultural understanding. Specific strategies outlined include reading lyrics in English and translated, listening to songs, practicing pronunciation, and repeating the process with new songs weekly. Activities suggested are maintaining a vocabulary notebook, transcribing lyrics from memory, and translating lyrics with and without references. The document also reviews rules for forming gerunds (verbs ending in -ing).
This document provides information about common classroom phrases, objects, homework assignments, and English learning topics. It includes lists of classroom vocabulary words, examples of sentences using these words, instructions for homework assignments, and questions to ask about English-speaking locations, colors, and other topics. The document aims to teach English vocabulary and language structures related to the classroom.
This document provides an overview of the A2 English course schedule for Mrs. Erendira A. Tellez from September 21st to 25th. The schedule includes assignments such as writing an essay about a happy childhood memory, filling in the missing words to the song "It's My Life", sharing personal information with the class, creating a family tree, and making a comic strip. The course will cover units on grammar, vocabulary, reading comprehension, and writing skills.
The document contains examples of sentences using confusable words like there/their, know/now/no, where/were/we're, and where/wear. It provides sentences with the confusable words used correctly and incorrectly to demonstrate the differences. It then asks the reader to write their own sentences using the confusable words.
Copy of Module 17_ The Way of a Friend.pptxMaryJoyPeralta
This document contains a summary of the story "The Way of a Friend" and materials about modal verbs. It discusses two childhood friends, Tazan and Emil, who spent their youth together but lost touch as teens after Emil's family moved away. Years later, they reunite at a football game where Emil is playing. Though Emil's team loses, Tazan consoles him by saying the score doesn't matter and that Emil did his best. The document also includes tables explaining the meanings and uses of different modal verbs like can, may, must, should and would.
This document contains song lyrics and activities related to teaching English through music. It includes the full lyrics of 5 songs - "Don't Speak" by No Doubt, "Roar" by Katy Perry, "Someone Like You" by Adele, and "Try" by Pink. The activities provided with each song involve identifying grammar structures, sounds, and correcting errors in the lyrics. The document also includes materials for student evaluation such as a questionnaire and scoring rubric.
This document provides an overview of a unit that includes vocabulary, grammar, speaking, and writing activities related to describing personality. The vocabulary section introduces personality adjectives and negative prefixes. The grammar section covers the present simple and continuous tenses and verbs not used in the continuous form. Speaking activities include talking about personality and likes/dislikes. The writing involves creating a personal profile.
TPEI | Level 1 | Units 1 and 2 SB and WBmflacademy
This document provides a summary of a unit that includes vocabulary about personality adjectives and grammar about the present simple and continuous tenses. It also covers speaking about personality and writing a personal profile. The unit contains exercises to describe film and TV characters, complete sentences using present tense verbs, and identify examples of the present simple and continuous in a dialogue.
The document provides activities for language learning at different levels:
- Beginner level activities include a crossword game and wordblender game to help children practice spelling through puzzles and games.
- Intermediate level activities like word studies and guessing synonyms are aimed at teenagers to help link words to their meanings.
- Advanced level activities include matching linguistics terms to their definitions to challenge adults with concepts learned in previous semesters.
Relatório da selecionadora Denise Guilherme sobre os trabalhos da área de Língua Portuguesa para o Ensino Fundamental I enviados ao Prêmio Victor Civita Educador Nota 10 de 2011.
Segunda parte da apresentação de Myrian Nemirovsky na Semana da Educação 2011. A especialista espanhola falou sobre "As Sequências Didáticas de Leitura e de Escrita na Formação Docente e na Sala de Aula".
Este relatório analisa 68 trabalhos de professores do Ensino Fundamental de 1o a 5o ano na área de Matemática para o Prêmio Victor Civita Educador Nota 10 em 2011. A maioria dos trabalhos foi desenvolvida por professoras experientes entre 31-40 anos que lecionam em escolas públicas urbanas. Os trabalhos se concentraram principalmente em Operações, Grandezas e Medidas e Espaço e Forma. Alguns trabalhos ainda focam em abordagens lúdicas para ensinar tabuadas, em vez de promover a reflexão sobre os cálculos.
Este relatório fornece um resumo dos 111 projetos de matemática do 6o ao 9o ano submetidos para o Prêmio Victor Civita de 2011. Apresenta estatísticas sobre os professores participantes, temas abordados e critérios usados para seleção. Dois projetos se destacaram por abordar temas relevantes como estatística e educação financeira de forma a articular diversos conceitos matemáticos.
The document provides an overview of a workshop on phonetic symbols and pronunciation. It discusses the debate around the importance of teaching pronunciation in language learning. While some see it as outdated, others view it as essential for student success. The workshop aims to take a balanced approach, recognizing the importance of both segmental sounds and suprasegmentals. It then defines phonetic terms like phone, phoneme, and allophone and provides examples. The rest of the workshop covers consonant and vowel pronunciation, including place and manner of articulation.
Este documento fornece diretrizes para atividades de leitura em sala de aula. Resume os principais propósitos da leitura na escola como exposição a estruturas linguísticas autênticas e desenvolvimento de compreensão. Também discute estratégias para antes, durante e depois da leitura como ativação de conhecimento prévio, previsão e verificação da compreensão.
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce stress and anxiety, and boost mood and cognitive function. Staying physically active for at least 30 minutes each day is recommended for significant health benefits.
English book oxford practice grammar with answersMaria José Silva
This document provides a summary of the key changes between the first and second editions of the book "Practice Grammar with Answers" by John Eastwood.
The second edition contains more units (153 compared to 120), with more two-page units and fewer four-page units. There are now also 25 tests throughout the book. Dialogues and illustrations have been added to explanation pages. Many examples and exercises are new. The characters introduced provide context for grammar explanations and exercises. Additional appendices have been included on topics like word formation, American English, and irregular verbs. Overall, the second edition features more content, exercises, and tests to help learners of English at intermediate level improve their grammar skills.
The document provides information for a mobile game being developed for a target audience of 16-19 year old females. It includes details on the audience profile, color schemes being used, style references, planned sound effects, contingency planning for potential issues, and health and safety considerations. Color schemes were developed in Adobe Color and include bright shades for jungle, yellow and brown for farm, and neutral pinks and browns for pets. Images of similar games help with layout and title screens. Sound effects will include animal noises, award sounds, and more. Regular saving, time management, ergonomics, and clean workspace are addressed for safety.
HiExpat Blog Collection Portfolio July 2015Andrew Fraser
The document provides guidance on the differences between public and private English teaching jobs in Korea. It advises the reader to first determine whether they prefer a public or private institution, and whether they want to teach kindergarten, grade school, or adults. It warns that recruiters may try to place applicants in private kindergartens where they risk being more of an "English mascot" than an actual teacher. The document recommends doing independent research if recruiters try to place applicants in a setting they did not choose. It stresses having a bachelor's degree as a minimum requirement for all English teaching positions in Korea.
The document provides tips and strategies for learning English through songs and music. It discusses benefits such as improving vocabulary, pronunciation, grammar and cultural understanding. Specific strategies outlined include reading lyrics in English and translated, listening to songs, practicing pronunciation, and repeating the process with new songs weekly. Activities suggested are maintaining a vocabulary notebook, transcribing lyrics from memory, and translating lyrics with and without references. The document also reviews rules for forming gerunds (verbs ending in -ing).
This document provides information about common classroom phrases, objects, homework assignments, and English learning topics. It includes lists of classroom vocabulary words, examples of sentences using these words, instructions for homework assignments, and questions to ask about English-speaking locations, colors, and other topics. The document aims to teach English vocabulary and language structures related to the classroom.
This document provides an overview of the A2 English course schedule for Mrs. Erendira A. Tellez from September 21st to 25th. The schedule includes assignments such as writing an essay about a happy childhood memory, filling in the missing words to the song "It's My Life", sharing personal information with the class, creating a family tree, and making a comic strip. The course will cover units on grammar, vocabulary, reading comprehension, and writing skills.
The document contains examples of sentences using confusable words like there/their, know/now/no, where/were/we're, and where/wear. It provides sentences with the confusable words used correctly and incorrectly to demonstrate the differences. It then asks the reader to write their own sentences using the confusable words.
Copy of Module 17_ The Way of a Friend.pptxMaryJoyPeralta
This document contains a summary of the story "The Way of a Friend" and materials about modal verbs. It discusses two childhood friends, Tazan and Emil, who spent their youth together but lost touch as teens after Emil's family moved away. Years later, they reunite at a football game where Emil is playing. Though Emil's team loses, Tazan consoles him by saying the score doesn't matter and that Emil did his best. The document also includes tables explaining the meanings and uses of different modal verbs like can, may, must, should and would.
This document contains song lyrics and activities related to teaching English through music. It includes the full lyrics of 5 songs - "Don't Speak" by No Doubt, "Roar" by Katy Perry, "Someone Like You" by Adele, and "Try" by Pink. The activities provided with each song involve identifying grammar structures, sounds, and correcting errors in the lyrics. The document also includes materials for student evaluation such as a questionnaire and scoring rubric.
This document provides an overview of a unit that includes vocabulary, grammar, speaking, and writing activities related to describing personality. The vocabulary section introduces personality adjectives and negative prefixes. The grammar section covers the present simple and continuous tenses and verbs not used in the continuous form. Speaking activities include talking about personality and likes/dislikes. The writing involves creating a personal profile.
TPEI | Level 1 | Units 1 and 2 SB and WBmflacademy
This document provides a summary of a unit that includes vocabulary about personality adjectives and grammar about the present simple and continuous tenses. It also covers speaking about personality and writing a personal profile. The unit contains exercises to describe film and TV characters, complete sentences using present tense verbs, and identify examples of the present simple and continuous in a dialogue.
The document provides activities for language learning at different levels:
- Beginner level activities include a crossword game and wordblender game to help children practice spelling through puzzles and games.
- Intermediate level activities like word studies and guessing synonyms are aimed at teenagers to help link words to their meanings.
- Advanced level activities include matching linguistics terms to their definitions to challenge adults with concepts learned in previous semesters.
The document provides activities for language learning at different levels:
- Beginner level activities include a crossword game and wordblender game to help children practice spelling opposites and blending word sounds.
- Intermediate level activities like word study and guessing synonyms aim to help teenagers link words to their meanings.
- Advanced level has a matching activity to test understanding of applied linguistics terms like first language, second language, and simultaneous bilingualism.
TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
This lesson plan is for a 6th grade beginner level English class that lasts 45 minutes. The class will be divided into two groups, with one group continuing work on an intercultural awareness project and the other starting new activities. Students will watch and discuss the Bruno Mars song "Count on Me". They will then listen to fill in blanks in the lyrics and complete sentences using provided words. Finally, students will circle the correct answers to multiple choice questions about the song's meaning and message.
This lesson plan is for a 6th grade beginner level English class that lasts 45 minutes. The class will be divided into two groups to work on different parts of an intercultural awareness project. Students will watch and discuss the Bruno Mars song "Count on Me". They will then listen and fill in blanks in the lyrics, using words from a provided box to complete sentences about the song. Finally, students will circle the correct answers to multiple choice questions about the meaning and message of the song.
This document provides assignments and information for a class:
1. Students are asked to see the instructor if they missed the previous class and to turn in reading journals. Quizzes and missing syllabus agreements are also mentioned.
2. Verb tenses and irregular verbs are discussed, including examples and an activity for students to practice identifying verb forms.
3. Writing exercises are assigned asking students to describe a restaurant experience from different perspectives for an audience. Revising and feedback is discussed.
This document provides examples of words with different stress patterns and discusses how stressing certain syllables can change the meaning of sentences. It notes that in English, stressed syllables are louder, higher in pitch, and longer in duration compared to unstressed syllables. The document includes sentences where varying the stress of key words alters the intended meaning. It also lists words and provides instructions on correctly stressing the syllables.
This document contains a collection of texts in English on various topics for language learning purposes. It includes greetings and introductions, explanations of grammar concepts like the verb "to be", exercises practicing verb conjugations, sample dialogues, and suggestions of online resources for learners. The overall purpose is to provide sample materials that could be used in an English language classroom or independent study context.
When teaching vocabulary, teachers should consider factors like frequency of use, differences between spoken and written language, contexts of use, words that are often used together, and style or register. They should also help students distinguish between related concepts like synonyms, homonyms, and false cognates. Providing multiple exposures to new words through review games and activities can help students learn and remember vocabulary.
O documento discute estratégias para melhorar a compreensão auditiva de alunos de inglês. Ele explica como ajudar os alunos a entender o processo de listening, trabalhar com estratégias top-down e bottom-up, e fornecer feedback pós-listening para melhorar.
O documento discute abordagens para o ensino da habilidade de escrita em língua estrangeira. Ele descreve três abordagens principais - tradicional, processual e de gêneros - e argumenta que uma combinação das últimas duas é ideal, enfatizando o processo de escrita e a exposição dos alunos a diferentes gêneros textuais.
Let 132 fundamentos metodológicos do ensino de inglês (bruna moreno)Bruna Moreno
This document outlines how to prepare and give effective oral presentations. It recommends determining the audience and their background knowledge, setting a clear goal for the presentation, thoroughly researching the topic, creating an outline to organize content, rehearsing, and being prepared for technical difficulties. When presenting, it advises structuring the presentation with an engaging introduction, informative body, and impactful conclusion, speaking clearly, using simple language, and being ready to answer questions from the audience. Preparation is emphasized as key to reducing nervousness during the presentation.
Critical thinking is an important skill for college writing that moves beyond personal opinions to engaging with ideas at an academic level. The document outlines several strategies for students to practice critical thinking when analyzing texts, including: attentively reading with an open mind; noting key terms and ideas; writing initial personal responses; and then connecting ideas to broader academic concepts or other texts. It emphasizes starting with personal perspectives but then extending analysis through techniques like summarizing an author's arguments, identifying contradictions, and proposing new ways of thinking about the topic. The goal is for students to incorporate critical thinking throughout the essay writing process to strengthen their analysis and arguments.
The document provides tips for creating and delivering an effective PowerPoint presentation with a group. It recommends keeping the presentation simple with an outline, parallel phrase structure, and avoiding distracting elements. For slides, it suggests using no more than two fonts, three font colors, and six lines per slide, with dark text on a light background. Visual effects should be relevant and avoid elaborate animations. When presenting, speak clearly, maintain eye contact, and use the slides as a tool rather than reading from them.
2. Justificativa para o uso de recursos lúdicos:
o Cria um ambiente agradável
o Desenvolvimento e estimulação:
da mente
da memória
do raciocínio
da atenção
da criatividade
3. o Auxilia na desinibição
o Estimula a confiança dos jogadores
o Beneficia a aquisição da linguagem
o Construção do pensamento
5. Atividades com música:
o Reforço de estruturas gramaticais
o Vocabulário (Slangs, Phrasal verbs, etc.)
o Momento de descontração
Tipos de atividades:
o Fill in the blanks
o Circle the correct word
o Blocks of lyrics
o Vocabulary definition
6. Justin Bieber feat. Ludacris - Baby looks right into my ______
My first love with my ________ for
Ohhhh ah (x2) the first time,
and I was like
Ohhh woah ohhh oh
(CHORUS)
You know you love me Baby baby baby Nooo
I know you ______ My baby baby baby Nooo
You shout whenever My baby baby baby Nooo
And I'll be ______ I ________ you'd always be mine,
mine
You want my love Baby baby baby Nooo
You want my ______ My baby baby baby Nooo
And we will never ever ever be My baby baby baby Nooo
apart I _______ you'd always be mine, oh
oh
Are we an ______?
Girl, quit playin'
We're just ______
or are we saying
So there's _________ one
7. Baby One More Time - Britney know _________ (no/how/now)
Spears Oh because
Oh baby, baby CHORUS
How was I supposed to My loneliness is killing ______
____________ (know/show/low) (and I)
That something wasn't right (me/he/she)
here I must confess, I still believe
Oh baby, baby (still believe)
I shouldn't have let you When I'm not with you I ______
___________ (low/know/go) my mind (choose/lose/use)
And now you're out of sight, Give me a sign
yeah Hit me baby one more time
Show me how you _________ it
to be
(can’t/want/came)
Tell me baby 'cause I need to
8. Set Fire To The Rain All the things you'd say, they were
Adele never true 2x
And the games you'd play, you
Block1 would always win 2x
I let it fall, my heart Block4
And as it fell, you rose to claim it But I set fire to the rain
It was dark and I was over Watched it pour as I touched your
face
Until you kissed my lips and you Well, it burned while I cried
saved me
Block2 'Cause I heard it screaming out
your name, your name!
My hands they were strong Block5
But my knees were far too weak When I lay, with you
To stand in your arms I could stay there, close my eyes
Without falling to your feet Feel you here forever
Block3 You and me together, nothing is
But there's a side, to you, that I better!
never knew 2x
9. Hot – Avril Lavigne And kiss you without a sound
I want to stay this way forever
You're so ______ to me baby I'll say it loud
baby (the contrary of bad)
I want to lock you up in my Now you're in and can't get out
______ (piece of furniture You make me so hot
where you keep your clothes) Make me wanna drop
When no one's around It's so ridiculous
I want to put your ______ in my I can barely stop
pocket (part of the body to I can hardly breathe
which the fingers are attached) You make me wanna scream
Because you're ______ You're so fabulous
(synonym of permitted) You're so good to me baby,
I want to drive you into the baby
______ (the place at which two You're so good to me baby,
converging lines or surfaces baby
meet)
11. o Séries,
o Filmes
o Vlogs
o Youtube vídeos
Tipos de atividade:
o Comprehension questions,
o Discussions
o Grammar topics
12. Blog: Movie segments to assess grammar
http://moviesegmentstoassessgrammargoals.b
logspot.com.br/
Partes de filmes atuais e/ou famosos com
atividades prontas! =)
Movie activities: http://www.esl-
galaxy.com/video.htm
ESL video: London’s Top 10 activities:
http://www.eslvideo.com/esl_video_quiz_low
_intermediate.php?id=11160
14. How to play:
1. Divide the players into two teams. Place the
cards in the center of the table.
2. Choose one person from a team to be the
first clue giver. She sits opposite her team
and draws a card and starts the timer. The
card should be hidden from her team but
visible to at least one of her opponents.
15. 3. Give clues to the players on your team. The
clues can be single words or sentences. The
clue giver cannot use any word from the
Taboo list printed on the card. Any parts of
those words or forms of those words are
also forbidden. For example, if the forbidden
word is "birthday," the clue giver cannot use
"birth" or day." If the forbidden word is
"read," the clue giver cannot use "reading.“
4. Score one point for the clue giver's team for
each word they guess correctly. There is no
penalty for wrong answers.
16. 5. Award one point to the clue giver's
opponents for each time a Taboo word is
used.
6. The opponents shout “Taboo” if the clue
giver uses a Taboo word. Then the clue giver
moves onto a new word.
7. Everytime a team makes a mistake it’s the
other team’s round.
8. The clue givers must vary
Get cards for all levels at:
http://www.eslprintables.com/games_worksheets/taboo/
17.
18. How to play:
1. Pass out pencils, answer pads and category
lists to each player.
2. Decide on the category list ramdomly
3. Sort out a letter which all the answers must
begin with.
4. Start the timer. (Around three minutes)
19. 5. Participants try to fill in every gap. Everyone
must stop when the time is up.
6. Read your answers aloud. All players do this
for each numbered item on the list.
7. Circle all answers on your list that are not used
by anyone else.
8. Score the round by writing the number of
circled answers at the top of your list.
9. Repeat the same list three times (three
different letters)
10. The highest score wins the game
Get cards at:
http://www.eslprintables.com/games_worksheets/s
cattergories/
20.
21. Como jogar:
1. A cada rodada o professor apresenta uma
palavra pouco comum ou difícil da Língua
Inglesa.
2. Cada jogador deve criar uma descrição
dictionary-like para aquela palavra
3. O professor recolhe as descrições e junta a
elas a verdadeira
4. Todas as descrições são numeradas e lidas
para os jogadores
22. 5. Cada jogador deve votar na descrição que
considera verdadeira
6. Não é válido votar na própria descrição
7. Pontua o jogador que tiver a descrição mais
votada
8. Também ganha ponto aquele jogador que
votar na descrição correta
23. 1) Traditional Irish dance.
2) One that is cheated
3) A computer language
4) To trick or hoax
5) A jewish cold soup
24. Como jogar:
1. Cada jogador recebe um pedaço de papel e
escreve o nome de uma personalidade ou
personagem famoso
2. O professore recolhe os papéis
3. Cole na testa de cada um jogador um papel
aleatoriamente, sem que ele veja
25. 4. O objetivo de cada jogador é descobrir que
personalidade ele representa
5. Escolha quem iniciará
6. Os jogadores podem fazer perguntas do
tipo Yes/No, continuando até que a
resposta dada seja NÃO.
7. O jogador que está à direita deve responder
8. Ganha quem descobrir primeiro.
27. o É preciso ter um
tabuleiro e peças para os
jogadores
o Podemos adaptar as
cartas para algo mais
próximo do vocabulário
dos alunos
o Podemos usar cartas
com menos perguntas
para dinamizar a
brincadeira
28. 1. Scrabble
http://www.eslprintables.com/games_work
sheets/scrabble/
2. Pictionary :
http://www.eslprintables.com/games_work
sheets/pictionary/
3. Games for young learners:
http://www.eslprintables.com/games_work
sheets/games_for_very_young_learners/
31. Bom para relaxar depois de uma aula pesada,
ou “premiar” a turma por bom
comportamento.
É importante ensinar o vocabulário necessário
previamente.
Não exige muita preparação prévia
32. Como jogar:
1. Corte papeizinhos no mesmo número de
participantes
2. Escreva em um deles “detective”, em outro
“killer” e nos restantes “victim”.
3. Caso deseje acrescente o “angel”, que
ressuscita jogadores.
4. Cada jogador recebe um papel com o seu
personagem
5. Os jogares sentam-se em roda, todos devem
enxergar o rosto uns dos outros
33. 5. O assassino deve piscar para os jogadores,
dessa forma, matando-os
6. O detetive deve encontrar o assassino.
7. Quando um jogador é assassinado deve
dizer “I’m dead” e abaixar a cabeça até o
fim do jogo.
8. Quando detetive descobre o assassino deve
dizer: “You are under arrest” encerrando o
jogo.
9. Caso o detetive esteja errado o assassino
ganha o jogo