4

1. INTRODUCTION

This report will present a daily overview of all classes taught by the teacher Manuela
Cristina, in the subject Estágio Supervisionado I. In this subject was studied many English
language teaching methods and approaches, the PCN and the techniques about how to prepare
a lesson plan.

This work is organized day by day. Along with the classes observation will be critical
summaries of the texts studied during the semester and discussed in class, and seminars
presented by me and my classmates. It will be possible to notice my evolution in relation to
the understanding of the methods and approaches studied as well as my critical opinions about
them.

At the end of this report are annexed all the lecture guides used for understanding the
theoretical texts and used to lead the discussions, the proposed activities of the read texts, the
slides from my presentation, and the lessons plan prepared during the classes.
 5

2. 16/08

It was our first class. We had only three students present and the teacher explained
about the topics that we are supposed to study in this subject.

The teacher gave us the bibliography we should study and explained about how we
will be evaluated. She told that we will be systematically evaluated all long the classes based
on the discussions we will have together, a seminar that we’ll present individually and this
final report. After explaining that, Manuela let us choose the day to present the seminar.

She asked about our experiences in the university and of teaching English. We find out
that we had different experiences: one teaches in an English course, I teach in a regular school
and the other student never taught before. So she told about her experiences in university as a
student and as a professor too.

In the next class we’ll discuss the chapter 2 – The Grammar-Translation Method that
is in the book Techniques and Principles in Language Teaching, by Diane Larsen-Freeman.
 6

3. 18/08

In this class we discussed The Grammar-Translation Method based on the book

Techniques and Principles in Language Teaching, by Diane Larsen-Freeman (See annex 1).

I could see that in the beginning of the teaching of English it was taught as the
classical languages (Latin and Greek) were, and The Grammar-Translation Method was the
first one to do this.

The principles of the Grammar-Translation Methods are:

- Literary language is superior to spoken language, and the purpose of

learning a foreign language is learning how to read literature.

- Learning English was a way to make mental exercises.

- Students need to be able to translate from one language to another.

- The communication in the target language was not important, so they

don’t give attention to speaking, listening and pronunciation; the skills developed are
reading and writing.

- We can find an equivalent in the target language for all words and
expressions of the native language. (I don’t think this can be possible).

- Deductive way to explain grammar rules.

- Students should memorize the subjects.

During the discussion in class some of the student called attention to the fact that we
were taught based in a Grammar-Translation Method in regular schools and in different
languages, as in Latin classes.

After the study of this text I found out that sometimes I use some principles of this
method when giving my classes and I raised a doubt: Am I correct or am I antiquated? But
after the teacher explains that there isn’t the right or the wrong method it was easy to
understand that the only thing that is right is that we must choose the better way to teach each
subject to each class. Despite I think that some of the principles do not work, as when the
method point that literary language is superior to spoken language, there are some ones that
can be well used and we should take advantages of it as the use of the deductive way to
explain grammar rules.
 7

4. 25/08

In this class was finished the discussion about the Direct Method and we saw how to
apply it in class through the students’ activities (See annex 2).

The principles of the Direct Method are:

- Reading will be developed through practice with speaking; it is not the

main skill anymore because the purpose of language learning is communication.

- The native language should not be used in the classroom.

- The teacher should demonstrate, never explain or translate.

- The students need to think in the target language.

- Grammar is taught inductively. The teacher should never say the

grammar rules.

- The syllabus is based on situations as ‘in the bank’, ‘on the beach’, ‘in a
restaurant’ and so on.

- The culture is taken in consideration.

We discussed about the difference between a deductively and an inductively way to

teach grammar. So after that I can understand that the teacher should choose the better one
depending on the group and their needs of learning and depending on the subject he or she is
teaching.

The Direct Method, as the Grammar-Translation Method has weak points as was
discussed in class. I think that is almost impossible to explain everything, every word of one
language without translate anything to another. Someone in the class gave the example of the
word ‘saudade’ in Portuguese that there is not an equivalent in English, so, how to explain the
meaning of ‘saudade’ without translate it?

I came up that the teacher should be a real artist to give a class based in the Direct
Method because he or she should be creative to prepare the class and the materials, be
involved with the class to stimulate students1 participation in the activities, and be very
secure about his or her performance on all skills to give a good class.
 8

Later we discussed about dictation. I thought that did not make sense to have dictation
in an English class but Manuela demonstrated how interesting it can be. She made a dictation
with the class and explained another way to make it: the running dictation which is an activity
that can work on listening and also be very enjoyable for the students.

After discussing all text, including the activities that the students had prepared, we
began to discuss another text, ‘A brief history of language teaching’, from the book
Approaches and Methods in Language Teaching - A description and analysis, by Jack C.
Richards and Theodore S. Rodgers. We discussed this text based on a reading guide the
teacher sends us by e-mail (See annex 3).

The text presents the changes in language teaching methods through history and shows
that these changes reflected the changes in the kind of proficiency that learners need. They
also reflected changes in theories of the nature of language and of language learning. Five
hundreds ago, Latin was the most studied foreign language, because of that, English became
to be studied as Latin was. Speaking was not the goal, and oral practice was very limited. This
approach to foreign language teaching became known as the Grammar-Translation Method,
as it has been said in the previous chapter. The Grammar-Translation dominated European
and foreign language teaching from the 1840 to 1940s, and in modified forms, it continues to
be used today. There is no theory for the method and no literature that offers a rationale or
justification for it.

In the mid-nineteenth century the increased of opportunities for communication among

Europeans created a demand for oral proficiency in foreign languages. Teachers and
linguistics began to write about the necessity for new approaches to language teaching and
this effort became known as the Reform Movement. The discipline of linguistics was
revitalized, phonetics was established. Linguists became interested in the controversies about
what is the best way to teach foreign languages.

Parallel to the ideas of the Reform Movement was an interest in developing principles
for language teaching out of naturalistic principles of language learning, such as seen in first
language acquisition, and developed the Direct Method. In 1923, the Coleman Report
concluded that no single method could guarantee successful results.

I think this text is too complex, but I understood the main ideas of it.
 9

5. 30/08

In this class was discussed the text ‘The nature of approaches and methods in
language teaching’, from the book Approaches and Methods in Language Teaching - A
description and analysis, by Jack C. Richards and Theodore S. Rodgers.

The text assert that lot of attempts were made to conceptualize the nature of methods
and to explore the relationship between theory and practice within a method. In 1963, Edward
Anthony identified three levels of conceptualization and organization called approach, method
and technique. His model fails to account for how an approach may be realized in a method or
for how method and technique are related. Based on the authors of the book, a method is
composed of approach, design and procedure.

Approach is the idealization of a method, it says about the nature of the language and
language teaching. There are at least three views of language: the structural view, which
views the language as a system of related elements; the functional view, which views a
language as a vehicle for the expression of functional meaning; and the interactional view,
which views a language as a vehicle for the realization of interpersonal relations. In a learning
theory, an approach or method responds about the cognitive process involved in language
learning and the conditions that it needs to be met for these learning processes to be activated.

Design is the level of method analysis in which we consider the objectives of a

method; the syllabus, that is the form how you draw a course; types of learning tasks and
teaching activities, roles of learners and roles of the material.

Procedure involves techniques, practices and behaviors that operate in teaching a

language according to a method. In this level we’ll describe how a method realizes its
approach and design and focuses on the way a method handles the presentation, practice and
feedback of teaching.

After the discussion, I could understand better how a method is organized to be

implemented and how important is to know about the methods. Before that I believed that to
teach, the teacher should know only the subject which he or she will teach about. Now I
understand how important is this preparation before teaching.
 10

6. 01/09

Today was the presentation of the first seminar. Thiare presented ‘The Oral
Approach and Situational Language Teaching’. The text that she based on her presentation
was in the book Techniques and Principles in Language Teaching, by Diane Larsen-Freeman.

We learned that in the 1920s and 1930s, Harold Palmer and Hornby tried to develop a
more scientific foundation for an oral approach to teaching English, and the Oral Approach
was accepted by the 1950s. The mains characteristics were:

- Language teaching begins with the spoken language.

- In classroom students speak the target language.

- The syllabus is situational.

- Simple forms of grammar are taught before complex ones, and

inductively.

- Reading and writing are introduced later.

The objective of the Oral Approach is to help students to get a practical command of
the four basic skills of language and obtain accuracy in pronunciation and grammar. The
practical techniques generally consist of new sentence patterns presented in situations; drill-
based practice; and guided repetition and substitution activities. The theory of learning was
the behaviorism.

The Oral Approach employs different classroom procedures according to the level of
the class. The classroom procedures generally consist of:

- Listening practice: repetition of the patterns or a word in isolation,

several times, probably saying it slowly at least once (e.g. Where…is…the…pen?),
separating the words.

- Choral imitation: students all together or in large groups repeat what the
teacher has said.

- Individual imitation: the teacher asks several individual students to

repeat the model to check pronunciation.
 11

- Isolation: teacher isolates sounds, words or groups of words which

cause trouble and goes through techniques 1-3 with them before replacing them in
context.

- Building up to new model: students ask and answer questions using

patterns they already know to bring about the information necessary to introduce the
new model.

- Elicitation: the teacher, using mime or gestures gets students to ask

questions, make statements, or give new examples of the pattern.

- Substitution drill: the teacher, using cues (words, pictures, numbers,

names, etc.) gets individual students to substitute words into the new patterns.

- Question-answer drill: the teacher gets one student to ask a question and
another to answer until most students in the class have practiced.

- Correction: the teacher indicates by shaking her head, repeating the

error, etc., that there is a mistake and invites the students or a different student to
correct it.

Now, I know what a situational syllabus is, and I can notice that the English
classes that were given in a hotel I have worked had a situational syllabus because the
students learned based on situations that could happen in a routine of a reception, of a
restaurant and so on. On that occasion, I believed that was impossible to learn English this
way, but now I can see that sometimes it is important to learn based on situations,
principally when you have specific goals and do not have much time to learn English as
were in the hotel.
 12

7. 08/09

This class began with the discussion of the activities from ‘The Audio-Lingual
Method’ from the book Techniques and Principles in Language Teaching, by Diane Larsen-
Freeman (See annex 4). The teacher corrects the activities of some students giving
suggestions about how the make a better activity.

Discussing the text, we saw that in the Audio-Lingual Method teachers want their
students to be able to communicate, they believe students need to ‘overlearn’ or learn
automatically without stopping to think. The principles of the Audio-Lingual Method are:

- Language forms occur within a context.

- No native language is permitted in class.

- The teacher is a model of the target language, and students are the imitators.

- Language learning is a process of habit formation by repetition, based on

behaviorism.

- Errors lead to the formation of bad habits and should be avoided and corrected
immediately.

- Positive encouragement helps the student to develop correct habits.

- The ‘natural order’ of the skill acquisition, as the way a child learn a language,
is: listening, speaking, reading, and writing.

- The rules will be figured out or introduced from examples; it is a inductively

way to teach grammar.

- The teacher should compare the native and the target languages and anticipate
where students will have difficulty.

The techniques that the Audio-Lingual Method uses are: dialog memorization, a lot of
different drills, and the use of minimal pairs, complete the dialog, and grammar games.
 13

I learned that we can use the drills in class without make them a boring exercise, but
the teacher need to choose the better drill to each subject and when to use it in a funny way.
And we should have in mind that some students learn more easily by repetition as the method
emphasizes.

After that, we began to discuss the ‘Total Physical Response’ (TPR) ideas from by
Jack C. Richards and Theodore S. Rodgers based on the reading guide made by the teacher
(see annex 5).

The TPR was developed by Asher, a professor of Psychology. He does not directly
discuss the nature of language or how languages are organized but the labeling and the order
of TPR classroom drills seem to be based on structuralism or grammar-based views of
language. The theory of learning consists of three hypotheses:

- The bio-program: second language teaching and learning should reflect

the naturalistic processes of first language learning.

- Brain lateralization: based on Piaget, Asher thought that the child

acquires the language through motor movement, using the right-hemisphere.

- Reduction of stress: the language acquisition must take place in a stress-

free environment.

The objective of TPR is to teach oral proficiency since the beginning level, it uses a
sentence-based syllabus with grammatical and lexical criteria being primary in selecting
teaching items. Grammar is taught inductively, and grammatical features and vocabulary
items are selected according to the situations in which they can be used in the classroom and
the ease with which they can be learned.

Imperative drills are the major classroom activity and the role plays are centered on
everyday situations. Learners have the primary roles of listener and performer and little
influence over the content of learning. The teacher plays an active and direct role, because of
that he or she is encouraged to be well prepared so the lesson flows smoothly and predictable.
For beginners, lesson may not require the use of material, since the teacher’s voice, actions,
and gestures may be sufficient for classroom activities.

According to Asher, TPR should be used in association with other methods and
techniques. I really agree with him because I don’t believe that all the subjects can be teach in
 14

an English course or even in a regular school only using imperatives; anyway, the use of
imperatives can be effective in classes depending on the subject you want to teach.

So, we discussed the ideas from the book Techniques and Principles in Language
Teaching, by Diane Larsen-Freeman about TPR (see annex 6).

The principles of the method are:

- The students’ understanding of the target language should be developed

before speaking.

- Students can learn by moving their bodies, observing and imitating.

- The imperative is a powerful linguistic device through which the

teacher can direct student behavior.

- Feelings of success and low anxiety facilitate learning.

- Language learning is more effective when it is funny.

- Spoken language should be emphasized over written language.

- Students will begin to speak when they are ready.

Teachers who use TPR believe in the importance of making their students enjoy their
experience in learning a foreign language, and that the base to foreign language learning is to
learn as the way children learn their native language. TPR is usually introduced in the
students’ native language, and rarely will be used again.

I believe that I could never learn or teach a foreign language using only the principles
of TPR because for me is too difficulty to imagine teaching every point using imperatives.
But, on the other hand, teach using imperatives can be very funny and relaxing: I myself made
an experience with my students and they had a lot of fun and after some time I could notice
that they really learned the commands.
 15

8. 15/09

We began the class discussing the three first questions on the reading guide about
Community Language Learning (see annex 7).

CLL advocates a holist approach to language learning, since ‘true’ human learning is
cognitive and affective, this is called whole-person learning and it takes place in a
communicative situation where teachers and learners are involved in interaction. CLL
interactions are of two kinds: interactions between learners, that are unpredictable in content
but involve exchanges of affect, and intimacy appears to avoid isolation and makes them a
community; interactions between learners and knowers, that is initially dependent, but in later
stages the interactions are characterized as self-assertive (stage 2), resentful and indignant
(stage 3), tolerant (stage 4), and independent (stage 5).

A group of ideas concerning the psychological requirements for successful learning

are collected under the acronym SARD, which can be explained as follows. S stands for
security: a learner should feel secure to learn. A stands for attention (attention promotes
learning) and aggression (a way of showing what have learned). R stands for retention (what
is retained is internalized and becomes part of the learners’ new persona) and reflection (a
consciously identified period of silence when the learners reflects about the process of
learning). D stands for discrimination, which enables students to use the language for
purposes of communication outside the classroom.

The syllabus emerges from the interaction between learner’s expressed communicative
intentions and the teacher’s reformulations of these into suitable target languages utterances.
A textbook is not considered a necessary component because would impose a particular body
of language content on the learners impeding their growth and interaction. Material can be
developed by the teacher as the course happens. Description of typical CLL procedures is
problematic because each CLL course is a unique experience.
 16

Teachers who use the Community Language Learning want their students to learn how
to use the target language communicatively, to learn about their own learning, to take
responsibility for it, and to learn how to learn from one another. Responding to the students’
feelings is considered very important, one regular activity is inviting students to comment on
how they feel. The most important skill are understanding and speaking the language at the
beginning, with reinforcement through reading and writing.

The principles of this method are:

- It is important that the students have a relationship.

- Language is for communication.

- If the teacher does not remain in front of the classroom, the stress is
reduced and the students’ learning is facilitated.

- The teacher should be sensitive to students’ level of confidence and

give them just what they need to be successful.

- The teacher encourages student initiative and independence, but does

not let students stay in uncomfortable silences.

- Students learn best when they have a choice in what they practice.

- Cooperation, not competition is encouraged.

- In the beginning stages, the syllabus is generated primarily by students.

In a second moment, we discussed the text ‘Desuggestopedia’, from the book

Techniques and Principles in Language Teaching, by Diane Larsen-Freeman.

The text affirms that teachers hope to accelerate the process of learning by
desuggesting the psychological barriers learners bring with them and using techniques to
activate the ‘paraconscious’ part of the mind. A great deal of attention is given to students’
feelings in this method: if students are relaxed and confident, they will not need to try hard to
learn the language, it will come naturally. The principles are:

- Peripheral learning: students can learn from what is in the environment,

even if their attention is not directed to it.

- Students need to trust and respect the teacher’s authority to accept and
retain information better.

- The teacher should ‘desuggest’ certain psychological barriers.

 17

- Fine art provides positive suggestions for students and enables

suggestions to reach the subconscious.

- Meaning is made clear through translation into native language, mimes

and explanations.

- Errors are corrected in a gentle manner.

- It is desirable that students achieve a state of ‘infantilization’ so that

they will be more open to learning.

- Novelty helps acquisition.

- Dramatization is a valuable way of playful activating the material.

Fantasy reduces barriers to learning.

- The teacher should present and explain the grammar and vocabulary,
but not dwell on them.

The class was very productive. We learned a lot about this new method and discussed
about its techniques, if they are really useful. I could remember that when I have studied in an
English course, there were in my classroom some posters with subjects and I did not forget
this until today although I cannot remember what the subjects were in the poster. There are
some interesting points that we can use in our class and some of the principles can really
work. The use of a funny music, for example, is always a big moment in any class. Despite
that, the teacher should be aware about the choice of a song: it is indispensable to choose a
song that the students will like and take care about the old songs that do not have any meaning
for them.
 18

9. 22/09

In this class we discussed the text ‘Suggestopedia’ from the book Approaches and
Methods in Language Teaching, using a reading guide made by the teacher (see annex 8).

Lozanov, a psychiatrist-educator that developed the method, emphasizes memorization

of vocabulary pairs suggests, and it suggests a view of language in which lexis is central. The
theory of learning is suggestion and there are six principal theoretical components through
which desuggestion and suggestion operate, they are:

- Authority: authority from the language school that should have its
learning success well-publicized and authority from the teacher that should have
commitment to the method, self-confidence, personal distance, acting ability, and a
highly positive attitude.

- Infantilization: suggests a teacher-student relation as a parent to a child.

- Double-planedness: the learner learns from the effect of direct

instruction and from the environment in which the instruction takes place.

- Intonation, rhythm, ands concert pseudo-passiveness: varying the tone

and rhythm helps to avoid monotony and repetition. The musical backgrounds help to
induce a relaxed attitude.

The Suggestopedia wants the student to be proficient in communication quickly and to

use the language in a creative way. The type of activities more original is the listening
activities which concern the text and text vocabulary of each unit.
 19

The mental state of the learners is critical to success, which is why learners must
forget mind-altering substances as food and drinking and other distractions and immerses in
the procedures of the method. Learners must not try to figure out, manipulate, or study the
material presented but must maintain a pseudo-passive state.

The primary role of the teacher is to create situations in which the learner is most
suggestible and then to present linguistic material in an encouraging way. The teacher is
expected to be skilled in acting, singing, and psycho-therapeutic techniques.

It is very funny to imagine a teacher ‘singing’ the text in the same rhythm of the music
to the students as the text suggests. I think that the method has some interesting points, as I
said before, but is hard to believe that, for example, a student can learn about a subject that is
in a poster in the classroom even without the teacher calls attention or explain it, or even if the
students never notice the poster; or that a student can learn without making exercises at home.
For me, as a student and as a teacher too, is very important to practice what you learn in class.

We talked about the fact that the Suggestopedia does not have polemic or traumatic
texts in its materials. I agree that if you want to have a relaxed and opened student talks about
some matters as homosexuality or abortion is sometimes stressed. So, you can talk about
others matters as ecology, which can awake the interest of the students without being a
traumatic experience. On the other hand, it is necessary to take care about the choice of the
texts themes not to leave the impression that the teacher wants to draw a pink world where
nothing bad happens.
 20

10. 27/09

In this class we discussed the text ‘Whole language’, from the book Approaches and
Methods in Language Teaching - A description and analysis, by Jack C. Richards and
Theodore S. Rodgers. The method was created in the 1980s.

The method has focus on teaching the separate components of language such as
grammar, vocabulary, and word recognition, and in particular the teaching of phonics. The
Whole Language movement argues that language should be taught as a ‘whole’, its approach
emphasizes learning to read and write naturally with a focus on real communication, and
reading and writing for pleasure.

The Whole Language views language organization from an interactional perspective in

which there is a relationship between readers and writers, and emphasizes on ‘authenticity’,
on engagement with the authors of written, texts, and also on conversation. Language is seen
as something that is used for meaningful purposes and to carry out authentic functions. The
learning is formed by the humanistic and constructivist schools. The principles are:

- The use of authentic literature rather than artificial, specially prepared

text and exercises designed to practice individual reading skills.

- A focus on real and natural events rather than on specially written

stories that do not relate to the students’ experience.

- The reading of real texts of high interest, particularly literature, for the
sake of comprehension and for a real purpose.
 21

- Writing for a real audience and not simply to practice writing skills.

- Integration of reading, writing and other skills.

- Student-centered learning: students have choice over what they read

and write, giving them power and understanding of their world.

- Encouragement of risk taking and exploration and the acceptance of

errors as signs of learning rather than of failure.

After that, we talked about the Desuggestopedia activities (see annex 9). The students
talked about their ideas discussing how to prepare the activities and the teacher explained the
best way to do that and made corrections of our exercises.

In a third moment, we began to discuss the text ‘Learning Strategy Training,

Cooperative Learning, and Multiple Intelligences’, from the book Techniques and
Principles in Language Teaching, by Diane Larsen-Freeman (see annex 10). The text talks
about three methodological innovations, they aren’t methods.

Learning Strategy Training

In 1975, Rubin identified some learning strategies that some learners use to facilitate
their learning. Some researchers think that to maximize the potential of students and to
contribute to their autonomy, language learners need to be training in learning strategies. The
principles are:

- The students’ previous knowledge and learning experiences should be

valued and built upon.

- The teacher’s job is to teach language and to teach learning.

- The best way to learn strategies is with ‘hands-on’ experience.

- It is important to use the strategies in different situations.

Strategies should not be taught in isolation, but as a part of a language curriculum, and
it is important because it can help learners to continue to learn. There are three types of
strategies:

- Metacognitive strategies: are used to plan, monitor, and evaluate a

learning task.

- Cognitive strategies: involve learners interacting and manipulating what

is to be learned.
 22

- Social/affective strategies: where learners interact with other persons.

I loved this approach because I have always done that to study without realize that I
was using strategies to learn. Now I can use that with my students to prepare them to study by
themselves and to learn more and effectively.

Cooperative Learning

It involves students learning from each other in groups. Teachers teach students
collaborative or social skills so that they can work together more effectively. The principles
are:

- Students are encouraged not thinking competitively and

individualistically, but rather cooperatively and in terms of the group.

- Students often stay together in the same groups for a period of time so
they can learn how to wok better together. This allows students to learn from each
other and gives them practice in how to get along with people different from
themselves.

- Social skills as acknowledging another’s contribution, asking others to

contribute, and keeping the conversation calm need to be explicitly taught.

- Each student is individually accountable.

- Language acquisition is facilitated by students interacting in the target

language.

- Cooperative learning teaches language for both academic and social

purposes.

I think that for me would be very difficult to learn following this approach because I
do not like to work in groups, I prefer to work alone. It was important for me to see the
benefits to work on a way like that because as I don’t like to work in groups I avoided having
my students doing that.

The third approach will be discussed in the next class.

 23

11. 29/09

This class we began discussing the third approach that we didn’t have time to discuss
on the last class. It was the Multiples Intelligences. Based on this approach students bring
with them specific and unique strengths, which are often not taken into account in classroom
situations. There are seven distinct intelligences that can be developed:

- Logical/mathematical: the ability to use numbers effectively, to see

abstract patterns, and to reason well.

- Visual/spatial: the ability to create mental images, to orient oneself, and

the sensitivity to shape, size and color.

- Body/kinesthetic: the ability to use one’s body to express oneself and to

solve problems.

- Musical/rhythmic: the ability to recognize tonal patterns and the

sensitivity to rhythm, pitch, melody.

- Interpersonal: the ability to understand another person’s moods,

feelings, motivations, and intentions.

- Intrapersonal: the ability to understand oneself and to practice self-

discipline.
 24

- Verbal/linguistic: the ability to use language effectively and creatively.

Everyone might have all the intelligences, but they are not equally developed. Some
teachers feel that they need to create activities that draw on all seven intelligences, not only to
facilitate language acquisition among diverse students, but also to help them realize their full
potential with all seven.

After this discussion, I could observed that each activity we do in class can work on
one or many intelligences, and that it is important for the teacher to know how he could do
that because he will have the best of each student.

In a second moment we discussed the text ‘Multiple Intelligences’ from the book
from the book Approaches and Methods in Language Teaching - A description and analysis,
by Jack C. Richards and Theodore S. Rodgers.

In 1993, Gardner proposed a view of natural human talents labeled as ‘Multiple

Intelligences Model’. He defines eight native intelligences, one more than was defined in the
first text:

- Linguistic: the ability to use language in special and creative ways.

- Logical/mathematical: the ability to think rationally.

- Spatial: the ability to form mental models of the world.

- Musical: the ability to be a good listener to music.

- Bodily/kinesthetic: the ability to have a well-coordinated body.

- Interpersonal: the ability to work well in groups.

- Intrapersonal: the ability to understand oneself and apply one’s talent

successfully.

- Naturalist: the ability to understand and organize the patterns of nature.

We discussed about the eighth intelligence. I think that the naturalist intelligence is
very near the logical/mathematical one. The others students told their impressions about it and
the teacher explained that to us. We talked about the ways of work with projects. There are
five types of project to use MI:

- Multiple Intelligence projects: based on one or more intelligences,

designed to stimulate particular intelligences.
 25

- Curriculum-based projects: based on curriculum content areas.

- Thematic-based projects: based on a theme but divided into different

intelligences.

- Resource-based projects: designed to provide the opportunity to

research.

- Student-choice projects: students designed the project.

Teachers and students need to see themselves engaged in a process of personality

development above and beyond that of being successful language learners. Multiple
Intelligences is an approach to characterize the ways in which learners are unique and to
develop instruction to respond to this uniqueness.

In the end of the class, we discussed the text ‘Cooperative Language Learning’,
from the same book. We saw that the traditional teacher stimulated competition instead of
cooperation and believed that minority students might fall behind higher-students. To solve
these problems CLL tried to:

- Raise the achievement of all students;

- Help the teacher build positive relationships among students;

- Give students the experiences they need for healthy social,

psychological, and cognitive development;

- Replace the competitive organizational structure with a cooperative

one.

CLL is based on 5 premises:

- Everyone is born to talk;

- Most talk is organized as conversation;

- Conversation operates according to certain cooperative rules;

- One person learns these rules in everyday conversation interaction;

- One person learns these rules in a second language participating in

cooperative structured interactional activities.

The success of CLL depends on the nature and organization of the group work.
The key elements of successful group-based learning in CLL are:
 26

- Positive interdependence: it is what helps one member helps all.

- Group formation: it talks about the size of the groups, the selection of
the group and the role of the students in the group.

- Individual accountability: involves both group and individual

performance.

- Social skills: determine the way students interact with each other.

- Structuring and structures: refer to ways of organizing student

interaction and different ways students are to interact.

One important feature is that in one of the roles of the teacher, he or she acts as a
facilitator of learning. I thin k this is the real role of a teacher.

We could observe, based on the explanation of the teacher, that the CLL prepares the
student to be a citizen. Learning social skills a student can be a better person, who knows how
to live in society.

12. 06/10

Today was the Diandra’s seminar based on the text ‘The Lexical Approach’, fron the
book Approaches and Methods in Language Teaching - A description and analysis, by Jack C.
Richards and Theodore S. Rodgers.

The Lexical Approach derives from the belief that the building blocks of language
learning and communication are not grammar, functions, notions, or some other unit of
planning and teaching but lexis, words and words combinations. In contrast to Chomsky’s
theories, the lexical views hold that a minority of spoken sentences are entirely novel
creations. The role of collocations is very important in lexically based theories of language.

According to Lewis, there are some assumptions about learning theory in the lexical
approach:
 27

- Acquisition is based on an accumulation of examples from which

learners make provisional generalizations. Language production is the product of
previously met examples, not formal rules.

- No linear syllabus can adequately reflect the nonlinear nature of

acquisition.

- Learning similarities, differences, restrictions, and examples contributes

to turning input into intake, although formal description of rules probably does not
help.

The Collins COBUILD English Course is the most ambitious attempt to realize a
syllabus based on lexical principles. The COBUILD computer analyses of texts found that the
700 most frequent words of English account for around 70% of all English text. So, they
decided that word frequency would determine the contents of the course.

The teacher’s role is to create an environment in which learners can operate effectively
and to help learners manage their own learning, they view the learner as a ‘discoverer’.

According to Hill, the classroom procedures involve (a) teaching individual

collocations, (b) making students aware of collocation, (c) extending what students already
know by adding knowledge of collocation restrictions to known vocabulary, and (d) storing
collocations through encouraging students to keep a lexical notebook.

The teacher showed us a Collocation dictionary and explained how it works. It was
very interesting because I have always thought about what are the rules and how to ‘combine’
some verbs with prepositions or others words and why you can say ‘do the homework’ and
you cannot say ‘make the homework’. I believe that learn any language through learning
collocations is very useful to make things clearer, make the sentences and dialogs seem to be
to be as written or spoken by natives of the language, and sometimes will be easier to learn it.
 28

13. 13/10

Today we discussed the ‘Communicative Language Teaching’, from the book

Techniques and Principles in Language Teaching, by Diane Larsen-Freeman.

In the 1970’s, the educators began to question if they were on track to achieve its
goals. Based on observations, they found out that being able to communicate require more
than linguistic competence, it requires communicative competence, that is to know when and
how to say what to whom. These observations contributed to the emergence of the CLT.

The principles are:

- The target language is a vehicle for classroom communication and

object of study too.
 29

- Students should work with language at the discourse, above the

sentence level. They must learn about cohesion and coherence.

- Games are important because they have certain features in common

with real communicative events; students receive immediate feedback and can
negotiate meaning.

- Errors are tolerated and seen as a natural outcome of the development

of communication skills. If the activity is working on fluency, the teacher should not
correct the students, but he or she should correct later.

- Communicative interaction encourages cooperative relationships among

students.

- Learning to use language forms appropriately is an important part of

communicative competence.

- The grammar and vocabulary follow from the function, situational

context, and the roles of the interlocutors.

- The students often work in small groups to favor the interaction and to
maximize the time for communication.

The teacher acts as a facilitator that establishes situations to promote communication.

During the activities, he acts as an adviser, answering students’ questions and monitoring
their performance. Students are seen as more responsible managers of their own learning.

An activity to be truly communicative must have theses three features in common:

- Information gap: one person knows something that the other person
does not.

- Choice: the speaker has a choice of what he will say and how she will
say.

- Feedback: a speaker can evaluate whether or not his purpose has been
achieved based upon the information he receives from his listener.

Students work on all four skills from the beginning and the native language is used in
class only and if necessary. The teacher evaluates the students’ accuracy and fluency, he or
she can evaluates informally or make a formal evaluation using an integrative test which has a
real communication function.
 30

We discussed about an oral evaluation. Galbênia asked how we should make a good
oral evaluation and what is the best way to do it. The teacher said that when we make an oral
evaluation we should consider fluency, pronunciation, and grammar correction. So, if you
want to make it communicative, you should make it real and the activity should have the three
features we discussed before (information gap, choice, and feedback). When you give to your
students a fictional situation for him or her to talk about, it won’t be a communicative activity.
I could see that some activities that I though as communicative is only oral.

14. 18/10

In the beginning of the class we discussed the activities of the CLT (see annex 11).
After that I presented my seminar about Competency-Based Language Teaching, based on
the book Approaches and Methods in Language Teaching - A description and analysis, by
Jack C. Richards and Theodore S. Rodgers and others sources.

Competency-Based Education is an educational movement that focuses on the

outcomes or outputs of learning in the development of language programs. It emerged in the
USA in the 1970s and advocates defining educational goals in terms of precise measurable
 31

descriptions of the knowledge, skills, and behaviors students should possess at the end of a
course of study. A CBE approach consists of four elements:

• assessment of learner needs;

• selection of competencies based on those needs;

• instruction targeted to those competencies;

• evaluation of learners’ performance in those competencies.

Through the initial needs assessment and ongoing evaluation of learner goals and
progress, competency-based programs are continually adapted and refined.

Competency-Based Language Teaching is an application of the principles of CBE.

According to the theory of language learning, CBLT is based on function and interaction of
language, what means that language is taught taking into account the social context and the
communicative needs of students. On the other hand, it is also based on the behaviorist view,
since it shares the principle that learners can infer language form from language function,
thus, CBLT competences designers know exactly the vocabulary and the structures that can
be found in different situations and they strategically place them in the different
teaching/learning units. The syllabus and the course content are developed around the subject.

Auerbach provides a useful review of factors involved in the implementation of CBE

programs in ESL, and indentifies eight key features:

1. A focus on successful functioning in society.

2. A focus on life skills.

3. Task -or performance- centered orientation.

4. Modularized instructions.

5. Outcomes that are made explicit a priory.

6. Continuous and ongoing assessment.

7. Demonstrated mastery of performance objectives.

8. Individualized, student-centered instruction.

Basically, CBLT can be used in all levels of students, but is used best for the learners
who want to work and live in English-used atmosphere, for example working in English
speaking Company.
 32

The goal of the method is to enable students to become autonomous individuals

capable of coping with the demands of the world. Not only the quality of assessment will
improve, but the quality of teaching and student learning will be enhanced by the clear
specification. Rather than teaching language in isolation, CBLT teaches language as a
function of communication about concrete tasks. Students are taught just those language
forms/skills required by the situation in which they will function. What counts is what
students can do as a result of instruction. The emphasis is on overt behaviors rather than on
knowledge or the ability to talk about language and skills.

I could see that the CBLT is much more used to teach English refugees and
immigrants, and one of the reviews to this approach is that when teaching English, the
program attempt to inculcate attitudes and values that can make these persons passive citizens
who accept the supremacy of the American people rather than challenge it. For more
information, see annex 12.

15. 25/10

We discussed The Natural Approach based on the book Approaches and Methods in
Language Teaching - A description and analysis, by Jack C. Richards and Theodore S.
Rodgers.

The Natural Approach was an attempt to develop a language teaching proposal that
incorporated the "naturalistic" principles which researchers had identified in studies of second
language acquisition. The term natural, used in reference to the Direct Method, merely
 33

emphasized that the principles underlying the method were believed to conform to the
principles of naturalistic language learning in young children.

The communicative view of language is the view behind the Natural Approach.
Particular emphasis is laid on language as a set of messages that can be understood.

The Natural Approach is based on the following hypothesis:

- The acquisition/learning hypothesis: language acquisition (an unconscious

process developed through using language meaningfully) is different from language learning
(consciously learning or discovering rules about a language) and language acquisition is the
only way competence in a second language occurs.

- The monitor hypothesis: conscious learning operates only as a monitor or

editor that checks or repairs the output of what has been acquired.

- The natural order hypothesis: grammatical structures are acquired in a

predictable order and it does little good to try to learn them in another order.

- The input hypothesis: people acquire language best from messages that are just
slightly beyond their current competence.

- The affective filter hypothesis: the learner's emotional state can act as a filter
that impedes or blocks input necessary to acquisition.

The goals of a Natural Approach class are based on an assessment of student needs.
The teacher determines the situations in which they will use the target language and the sorts
of topics they will have to communicate information about. In setting communication goals,
the teacher does not expect the students at the end of a particular course to have acquired a
certain group of structures or forms. Instead of this, he or she expects them to deal with a
particular set of topics in a given situation. The activities of the class are not organized about
a grammatical syllabus.

The Natural Approach belongs to a tradition of language teaching methods based on

observation and interpretation of how learners acquire both first and second languages in
nonformal settings.

The teacher Manuela presented about Inglês Instrumental. We can saw that the name
given to what popularly called ‘Inglês Instrumental’ is English for Specific Purposes (E.S.P.).
It emerged in the late 70’s from the demand made to the Department of Modern Languages
for English courses for various specialized departments of pure and applied sciences. The goal
 34

was to read, interpret and understand text and not the conversation or full translation of the
texts studied. It has been used not only in universities but also in technical schools, in some
secondary schools, and in preparatory courses for selection to the Masters and PhD. The
course is drawn from academic and professional needs within an authentic context. I think
that some of my teachers in public schools worked guided by the principles of the E.S.P..

16. 27/10

In this class we discussed the text ‘Content-based and Participatory Approaches’

from the book Techniques and Principles in Language Teaching, by Diane Larsen-Freeman.
The Content-based Instruction integrates the learning of language with the learning of some
other content, often academic subject matter. The principles are:

- The subject matter content is used for language teaching purposes.

 35

- Teaching should build on students’ previous experience.

- When learners perceive the relevance of their language use, they are
motivated to learn.

- Vocabulary is easier to acquire when there are contextual clues.

- Communicative competence involves more than using language

conversationally. It also includes the ability to read, discuss, and write about content
from other fields.

The Participatory Approach was originated in the early sixties with the work of
Paulo Freire, and in some ways is similar to content-based approach in that it begins with
content that is meaningful to the students. What is different is the nature of the content: it is
based on issues of concern to students. The principles are:

- What happens in the classroom should be connected with what happens

outside and have relevance to the students.

- The curriculum is not a predetermined product, but the result of an

ongoing context-specific problem-posing process.

- Education in most effective when it is experience-centered.

- Students learn to see themselves as social and political beings.

- Students can create their own materials, which can become texts for
other students.

- The students will be evaluating their own learning.

We could see that in the Participatory Approach the teacher has a special role; he or
she is a change agent in students’ life. The content is prepared to transform students into
citizens and to empower them to deal with the situation in their real life. I believe that the
teacher fulfills his or her mission when he or she can do something to make things better in
the world by promoting changes in the students.

17. 03/11

Today was discussed three texts. The first one was the ‘Conclusion’, from the book
Techniques and Principles in Language Teaching, by Diane Larsen-Freeman. She begins
 36

affirming that all the methods we have studied are still being practiced today but they are
descontextualized because deal with what, how, and why but they say almost nothing about
who/whom, when, and where. Each method must be shaped by the teacher, the students, the
conditions of instructions and by the social-cultural contexts.

According to the author there are three different points of view about methods. In the
Absolutism, the teacher believes that one method is the right one for every student and in all
situations. As we could saw during the study of methods, a method cannot be a success recipe
for everyone, what works on a determined context cannot work in another or what works with
a group of students, cannot work with another one. The second point of view is the Pluralism,
it says that different methods or parts of methods should be practiced in the same context.
And the third point of view is the Relativism, it says that there is a method to each group of
students or context, the teacher creates her or his own method by blending aspects of methods
in a principled manner and is able to give a reason for why he or she is doing.

As a matter of fact, teaching does not cause learning; it is the commitment to

unlocking the learning potential in each student that motivates a teacher to make informed
methodological choices. Language, learning, teaching are dynamic, mutable process. So,
teachers need to reflect on what they do and why they do it, need to interact with others, and
need to try new practices to choose the best method for who they are, who their students are,
and the conditions and contexts of their teaching.

In a second moment, we discussed the text ‘The post-methods era’ from the book
Approaches and Methods in Language Teaching - A description and analysis, by Jack C.
Richards and Theodore S. Rodgers.

The authors talks about the criticism made to methods and approaches. They say that
the approaches allow different interpretations, but methods have a recipe for teachers in
relation to what and how to teach. In a method, the teacher’s role is marginalized, she or he
only needs to understand and apply the principles. Learners are seen as passive recipients and
teachers ignore the context in which teaching and learning occurs sometimes. Many books
about how people learn languages are not based on second language acquisition research or
have been empirically tested, and even when they are tested, the researches are reluctant to
use the results because they know that current knowledge is tentative, partial, and changing.
 37

There are some factors that have influenced language teaching trends and that can
continue to do so. They are: government policy directives; trends in the profession; responses
to technology; influences from academic disciplines; and research influences.

Based on the text, we can say that teachers need to be able to use approaches or
methods in a flexible and creative way based on their own judgment and experience.

The last text we have discussed today was ‘Understanding Post method Pedagogy’
from the book Beyond Methods: Macrostrategies for Language Teaching, by B.
Kumaravadivelu. The author says that the term method as used in literature refers to
established methods constructed by specialists, and this does not refer to what teachers do in
classroom. He classifies the methods into three groups:

- Language-Centered Methods: they are preoccupied with form, treat

language as an additive process and work with explicit introduction, analysis, and
explanation of linguistic systems.

- Learner-Centered Methods: they are concerned about language use and

learner needs, and preoccupied with form and function.

- Learning-Centered Methods: they believe that language development is

a nonlinear process, and are concerned with leaning process.

He claims that even the authors of the books that we have studied during this semester
recommend some adequacy to use the methods because any idealized method can predict all
the variables in the process of teaching-learning. The post method era empowers the teacher
to construct personal theories of practice, gives autonomy for teachers to develop a critical
approach, and permits them to develop a subjective understanding that may arise from their
own experience as learners and teachers, and through professional educational and peer
consultation.

One possible way of conceptualizing and constructing a post-method pedagogy is to

be sensitive to the parameters of particularity (any language pedagogy must be sensitive to a
particular group of teachers, teaching a particular group of students, with a particular set of
goals in a particular context); practicality (no theory of practice can be fully useful and usable
unless it is generated through practice); and possibility (concerned with individual identity),
which can be incorporated in the macrostrategic framework, that seeks to transform classroom
teachers into strategic thinkers, strategic teachers, and strategic explorers. Summarizing, the
 38

framework seeks to provide a possible mechanism for classroom teachers to begin to theorize
from their practice and practice what they theorize.
 39

18. 08/11

The teacher began the class showing a book called ‘Gateway’. She called our attention
for the book because it has some exercises based on the Strategy Learning. It has a lot of
exercises after each four units that work on build the knowledge of how to use strategies to
learn English. Manuela explained how to work with the strategic exercise and how important
is to help our students to choose the better way to learning using strategies.

Secondly, we gave two lessons plan to her (see annexes 13 and 14). Then, she showed
a final report from Estágio Supervisionado II for us to have an idea about how we should
prepare ours. I could take notice that I should make an ‘index’ and not a ‘summary’ as I have
found in internet.

After that, we discussed a text called ‘Planning Lessons’, by Linda Jensen. She says
that all good teachers have some type of plan; it can be a detailed one or only some notes
about what you will do in class. And it is an resource very useful that serve as combining
guide or as a historical document about your practices. The basic components of a lesson
plan are deciding what to teach, in what order, and for how much time. A lesson plan is useful
when preparing an evaluation, when teaching the same course, or when you need to miss a
class for the substitute.

When creating a lesson plan, the teacher must consider the background of the students,
the objectives of the lesson, the skills to be taught, the activities, the materials, the time, and
the connections to previous and future lessons. A lesson plan can have a brief description of
the class and students, the background of the students, the date, the competencies the lesson
addresses, the grammatical structures and key vocabulary terms that will be introduced, what
has been covered during the previous class, the day’s goals and objectives, a list of materials
that will be used, and the lesson’s content. The teacher must pay attention on how to make a
lesson flows well and the activities to have a sense of connection; the time management can
also be challenging for the teachers. Teachers need to anticipate things that may go wrong,
parts that can be difficult for the students, and think about the solutions to feel more
comfortable and confident.

The basic principles of lesson planning are: coherence, variety, and flexibility. A good
lesson has a sense of coherence: it should connect the various lessons and the students need to
understand the rationale for each activity. A good lesson exhibits variety: variety in terms of
 40

context, language, and skills on a macro level; and variety in terms of the pace of the class, of
the classroom organization and the mood, in a micro level. A good lesson is flexible: good
teachers know when it is time to change an activity and can recognize a ‘teaching moment’.

During the discussion of the text, the teacher explained what a warm-up is, and I could
realize that I did not know anything about that. She explained that a warm-up is a form to
prepare the students to the class and can be made in various ways and gave an example of a
word game: the teacher asks for each student a word in English, if the student says a repeated
word or doesn’t say anything, he or she is out of the game. Now, I know what a warm-up is
and how it can useful for the teacher to prepare the class for the lesson.

After discussing this text, I think I am a little more prepared to make a lesson plan, but
I am not feeling secure about that yet. I could see how difficult and complex is to prepare a
lesson plan when taking in consideration all the points that are listed in the text.
 41

19. 10/11

Today the teacher analyzed the lessons plan that we had prepared. The first one was a
language lesson for public school, a ninth grade class about affixes. We are supposed to take
into account the guidelines of PCN and remember that the public school does not have
didactic material.

Before discussing our lessons plan, the teacher showed a lesson plan that she had
prepared based on the same conditions that we had. In her lesson plan, she began the class
talking about drugs, asking questions in Portuguese for the students about the theme. After,
she divided the class in groups, and gave a task for them: they should research about the
theme at home and ask some questions, using Cooperative Learning (if everybody answer the
questions correctly, everybody will watch a movie). I believe that it is a very interesting way
to begin a class because you can have all the students get involved because of the theme,
which is a real theme for discussing, and because of the prize.

In Manuela’s lesson plan, she talked about the different types of text and worked on
strategies for reading the text without knows every word, using skimming and scanning. She
worked on the vocabulary of the text and only in the third class she began to talk about the
affixes, in an inductively way.

The teacher called us attention for some details that are very important to take into
account when preparing a lesson plan. First of all, you should focus on the goal you want to
reach at the end of the class. To begin the lesson plan, you must contextualize the subject,
start with a text that brings some theme for discuss and after introduce some grammar point,
vocabulary or what you want to work on. A teacher must prepare a lot of different activities to
make an interesting class and prepare practical activities. Because this is very important and
easier for the students to make a bridge to Portuguese, is better to shows how the subject is in
Portuguese and after shows it in English. You should make your students aware to the
importance to learn about the subject that you are explaining, the students must see the
practical application in the real world of what they are studying.

The second lesson plan was a skill lesson. The teacher explained that the objective of
this class is work on the skills and does not work grammar, vocabulary or function. It was a
class in a language course for teens in an intermediate level. They would have studied during
four or five semesters. The teacher will analyze these ones in the next class.
 42

20. 22/11

The teacher began the class discussing Galbenia’s lesson plan based on the copy
‘Names and Occupations’. This was the third lesson plan, and it was supposed to be a
language lesson based on a chapter the teacher gave us. It was the third class for a beginners
group. The only things that they know are the basic commands, the numbers, the alphabet and
useful expressions used in class. The class happens on Saturdays, it is a four hours class with
a break of fifteen minutes in a language course for adults.

Based on Galbenia’s lesson plan, Manuela called our attention to some important
points when planning a lesson. She told that the teacher must always try to teach inductively. I
agree with because when the student build his or her own rules is easier to learn and hard to
forget, but when the student only memorize the rules without realizing how the language
functions, sooner or later, he or she will forget about it.

Another point that the teacher underlined was that the teacher must stimulate the
students. So, when doing an activity that needs volunteers, after asking for some if nobody
wants to come, the teacher must stimulate the students, insist on asking the same students in a
smooth way until you have someone to do the activity. The teacher is responsible for the
environment in the class.

Manuela explained that a subject must be divided into parts when given in class,
because is too difficult for the students to capture all the features of a long subject. Sometimes
you can have a student that knows all the rules about the subject but that could not
comprehend how it functions and how to use it.

Today was supposed to be Fernanda’s seminar, but she did not come to class. So, the
teacher gave us her text to read it. Based on the text ‘Continuing your teaching education’,
we can confirm that a teacher, a real good teacher that always wants to grow, never stops
studying and learning. The author gives four rules for the teachers:

- You should define realistic goals for you about your career.

- You should set priorities about your professional and personal life to organize
yourself.

- You should seek for new challenges and try the new to learn from mistakes.
 43

- You should learn to deal with high-stress conditions.

According to the author, Harold B. Allen, a good ESL teacher much has these nine
following characteristics:

- A competent preparation. In my opinion, a well-prepared teacher shows security when

giving classes;

- A love of the English language, because it is not easy to learn and teach;

- Critical thinking about what you do and you role as a teacher;

- A constant need to be always improving;

- Self-subordination;

- Willingness to go beyond what you are used to do, what your students and the others
expect from you;

- Cultural adaptability;

- Professional citizenship;

- A feeling of excitement about one’s work.

The author calls attention about the classroom observation, and how it can be useful
for the teacher, not only having someone to observe the class but even the self-observation,
that is a kind of monitoring process.

The teacher should know how to learn from another teacher, as a kind of teacher
collaboration. It can be done by the classroom observation as previously mentioned; by team
teaching, when you have more than one teacher teaching together the same class; by action
research, when the teacher make research about your or another class; by sharing researches
and results with another teachers.

I believe that this text was very useful for me and my classmates because is very
important for a teacher to be updated. People say that a doctor or a scientist studies during all
their lives because things change all the time, new techniques are discovered and so on, but
people do not expect that from teachers. How about language? Is it immutable? Is it alive? If
you believe that language is mutable, that the language is composed by what people produce,
then you must agree that the teacher will never stop studying and learning because all the time
people will promote changes in language. The bright side is that teachers can study and learn
 44

not only when they go to a congress, a convention, enroll on a course, but even with other
teachers and with their students.
 45

21. 24/11

Today we discussed the PCN of Ensino Fundamental and the teacher clarified our
doubts.

The PCN are references to the work of teachers with the objective to ensure that all
students may have the basic knowledge needed for citizen. Even pointing out a set of content
and objectives, the PCN is not a compulsory directive, their proposals should be adapted to
the reality of each school community.

By learning a foreign language, the students learn more about themselves and about a
global world. The teacher talked about an Intercultural Approach that focuses on the students’
culture. The intercultural aspect of English teaching is an approach where the relation
between language and culture includes the formation of citizens with critical views, more
human, conscious and participants of an enriching experience when in contact with another
cultures. When you focus on the interaction in the classroom, the student’s previous
knowledge and experiences, the teacher will be encouraging the autonomy of their students.

According to the PCN, the construction of knowledge is given through the interaction:
student-teacher and teacher-interaction. The view that the teacher passes the knowledge to the
students and they absorb it without any reflection is overcome by a vision of learning that is
suggested by the parameters. The teacher is responsible for creating learning situations to
promote interaction and this, learning, because it is through the interaction that the students
builds, modifies, interprets and enriches meaning.

The PCN is influenced by the ideas of the English for Specific Purposes (E.S.P.)
because reading has a prominent role because of the students’ needs as to be prepared to the
vestibular, Enem, to masters or Ph.D.. The focus is no longer in grammar; the teacher needs to
develop the reading skill. The text talks about the real difficulties to work on oral skills, as
large classes, fewer hours in class and teachers unprepared, the same difficulties scored by the
Direct Method. The teacher needs to contextualize what he or she wants to teach, he or she
must goes to text first and then choose some grammar point to show to the students.

The primary focus on reading does not exclude the possibility to work on oral skills,
the teacher must create spaces in his or her class to go beyond the reading. Manuela told me
 46

that if I need I can modify a real text according to what I need, changing words or sentences
into the subject I intend to show to my students.

The PCN suggest that the students should acts as ethnographers; the teacher must
stimulate them to search in the real world. The teacher’s role is to prepare the student to be a
citizen and to help in his/her studies.

In the current Brazilian legislation it is obligatory to include a foreign language in the

curriculum from the fifth grade, and a second foreign language can be included as optional.
So now, the English is not an optional subject that the student does not care about it.

We could saw that the PCN talks about an ideal context to teach English in public
schools but unfortunately we work on a real context that in most cases is far from the ideal.
But you can be creative and try to make the difference. The difficulty exists, of course, but
you should try to do what you believe that will work with your students.
 47

22. 29/11

Today was the Fernada’s seminar and she talked about the PCN of Ensino Médio.

The PCN of Ensino Médio aim to help the teacher to think about the practice in the
classroom and to be a support for planning class and developing the school curriculum.

In relation to the skills that must be developed, the PCN focuses on reading, writing
and oral communication contextualized. The PCN do not propose a specific methodology to
teaching English but suggest a social-interactional approach that focuses on the reading
development because the reading skill answers the necessities of a formal education and is the
skill that the students can use immediately. The English language, integrated into the area of
Languages, Codes and their technologies, gain a condition of being part of a center line that
permits students to be near other culture. When the foreign language was not obligatory the
teachers were discouraging in relation to their jobs, but now, teachers and students can be
stimulated about teaching and learning it.

The main objective of the education is not only teaching subjects, but to develop skills
that can help students to be prepared for the life. The teacher faces the challenge of change his
or her position in class, of give time for activities that can join different subjects as English
with Geography, History and others, and of be opened to learn with students. The teacher can
not forget the possibility of a personal and professional development when studying English
because knowing another language is a differential in the job market

It is obvious that the grammar rules must be taught, but the teacher must realize that
the school role is to educate, to develop social skills, and to form citizens.

This was our last class.

 48

23. CONCLUSIONS

Before the beginning of our classes I got myself thinking about what we will study in
this subject. I thought that I had nothing to learn about teaching because I have been teaching
English since 1998 and I am a teacher. A very long time… So I still underestimated the
benefits of studying about methods and approaches when the teacher explained what will be
the content of the subject.

Very early during the classes, I got in crisis because I realized that I had never been a
real teacher, I did not do anything of what the texts we were studying say. Then some
questions come to my mind: if I am not a teacher, what I am? If I am not a teacher, how I can
be one? As I said in one of our classes, a crisis period is not a bad period for me; a crisis
period is time to rethink, to reflect and to make decisions.

During the semester I have the opportunity to watch a lecture given by a teacher called
Vini Nobre and it was crucial for me to make my personal decisions. He talked about the
importance of want to be a teacher. You can know English perfectly but this does not make
you a teacher. To be a teacher is something like a passion, is to feel realized when you can
contribute in the formation of a boy or a girl, is to make your part to have a better world. And
I realized that I really wanted to be a teacher, yes, it was my deepest desire.

The classes, the teacher Manuela, and my classmates were part of this crisis and part
of the solution of this crisis. The Manuela’s advices were very important for my personal and
professional development and will be exactly followed. Now I can notice how important was
having this classes, it really changes my beliefs and my professional life
 49

REFERENCES

Competency-Based Approach. In: TELF Word Wiki. Available in

<http://teflworldwiki.com/index.php/Competency-Based_Approach.>. Access on 29th sep.
2010.

Competency-Based Language Teaching. In: Teaching English for Foreign

Language. Available in < http://teffl.wordpress.com/tag/competency-based/>. Access on 1st
oct. 2010.

Drilling. In: Teaching English for Foreign Language. Available in <

http://teffl.wordpress.com/2010/06/13/drilling/>. Access on 20th oct. 2010.

JENSEN, Linda. Planning Lessons. In: CELCE-MURCIA, Mariane (Org.) Teaching

English as a Second or Foreign Language. 3rd edition. Boston: Heinle & Heinle, 2001, p. 4003
– 409.

KUMARAVADIVELU, B. Beyond Methods: Macrostrategies for Language

Teaching. New Haven and London: Yale University, 2003.

LARSEN-FREEMAN, Diane. Techniques and Principles in Language Teaching.

2nd. Edition. Oxford: Oxford University Press, 2000.

RICHARDS, Jack C.; RODGERS, Theodore. Approaches and Methods in

Language Teaching - A description and analysis. 11th. edition. New York: Cambridge
University Press, 2006.

SULLIVAN, Rick. The Competency-Based Approach to Training. In: Reading

Room. Available in <http://www.reproline.jhu.edu/english/6read/6training/cbt/cbt.htm>.
Access on 1st oct. 2010.

The Four Stages of Learnin. In: Process Coaching Center. Available in

<http://processcoaching.com/fourstages.html>. Access on 1st oct. 2010.

WEDDEL, Kathleen Santopietro. Competency Based Education and Content

Standards. Northern Colorado: Literacy Resource Center, 2006.
 50

ANNEXES

ANNEX 1

ACTIVITIES

A. Check your understanding of the Grammar-Translation Method.

1. It has been said that the Grammar-Translation Method teaches students about the
target language, but not how to use it. Explain the difference in your own words.

 The students know the target language: they know the words, grammar rules, how
to translate, how to read, but they don’t know how to use the language to
communicate, how to make phrase and dialogs to establish a communication.

2. What are the clues that this method had its origin in the teaching of the classical
languages, Latin and Greek?

 It was called Classical Method because it was first used in teaching of

the classical languages, Latin and Greek; it was used to help students to read foreign
language literature; and that through the study of the grammar of the target language,
students would became more familiar to the grammar of their native language and
speak and write better.

B. Apply what you have understood about the Grammar-Translation Method.

1. Think of a particular group of students you have recently taught or are currently
teaching. Choose a reading passage from a literary work or a textbook or write one
yourself. Make sure it is at a level your students can understand, yet not at a level that
would be too simple for them. Try translating it yourself as a test of its difficulty.
Identify the vocabulary you would choose to work on. Plan vocabulary exercises you
would use to help your students associate the new words with their native language
equivalents.
 51

STARTING OVER

Fatima, 37, Cairo, Egypt

Egyptians have a proverb: Marriage is like a melon. You never know what’s inside
before you open it. For Fatima, the inside of her traditional arranged marriage was not what
she expected. “I began to discover my husband’s bad qualities like lying”, she says. Fatima
filed for divorce and got it three years later, plus a monthly child support payment of 30
Egyptian pounds (about $8.80).

Today Fatima lives with her nine-year-old son, Omar, in her parents’ tiny apartment in
Cairo. “A divorced woman can’t live alone, because people speak about her”, says Fatima,
who, like many women in Egypt, covers her hair and neck in public.

Fatima works at an Experimental Language School, where she teaches English. While
she believes that a Muslim woman’s place is in the home, she has to work to provide for her
son. Her parents cover the family’s daily expenses, and Fatima’s annual income of about
5,880 pounds ($1,729) pays for Omar’s extras and his future needs. In most families, says
Fatima, “a father’s duties are financial. He works and makes money; I have duties of both a
mother and a father”.

‘Women throughout the world’, in Customs, Ohio Journal, July 200, p.72.

Vocabulary:

annual income: renda annual

arranged marriage: casamento arranjado

both a mother and father: tanto uma mãe, quanto um pai

expenses: despesas

marriage: casamento

monthly support: pensão mensal

Muslim: muçulmana

needs: necessidades
 52

pounds: libras

tiny: minuscule

to expect: esperar

to file for divorce: pedir divórcio

to make money: ganhar dinheiro

to provide for somebody: sustentar alguém

until: até

Exercício

1. Complete as frases com palavras ou expressões do vocabulário essencial.

a. I’ll rent a __tiny__ apartment since I can’t afford to pay for a bigger one.

b. His __annual income__ is not high enough to buy a house of his own.

c. _Jobs_ are difficult to find nowadays.

d. It is better to _live alone_ than to live with some friends.

e. Because of all the extra __expenses__ I had, I can’t go shopping.

f. He goes to Australia to try to __make money__ there.

2. Pick a grammatical point or two contained in the same passage. Provide the explicit
grammar rule that relates to each one and give some examples. Design exercises that
require your students to apply the rule to some different examples.

Caso Genitivo ou Possessivo com ‘s

Os substantivos em inglês podem ter uma forma indicativa de posse, a quem algo pertence,
por meio do uso de um apóstrofo (‘) seguido de s.
 53

Exemplos: This is Peter’s brother. This is his brother.

These are Susan and Robert’s CDs. These are their CDs.

Esta forma com ‘s somente é usada quando o possuidor é uma pessoa, um animal ou um nome
que represente um grupo de pessoas, como company, team, government. Caso contrário,
normalmente usa-se a seguinte estrutura:

Substantivo + of + substantivo

Exemplos: The walls of my house.

The roof of the house.

- O ‘s é colocado após um nome possuidor no singular ou no plural, desde que não

termine em s.

Exemplos: My father’s office.

A sailor’s uniform.

Se há mais de um possuidor, somente o último é seguido de ‘s. se cada possuidor possui sua
própria coisa, cada possuidor é seguido de ‘s.

Exemplos: Peter and Sally’s apartment.

Peter’s and Sally’s apartments.

- Usa-se apenas o apóstrofo (‘) quando o substantive for plural terminando em –s.

Exemplos: My friends’ families.

My cousins’ school.

- No caso de substantives compostos, o ‘s é acrescentado ao final da palavra.

Exemplo: My brother-in-law’s family.

- O ‘s também é usado para indicar lojas, consultórios e outros lugares públicos.

Exemplo: The butcher’s (shop)

- O ‘s pode também ser empregado depois de expresses de tempo.

Exemplo: Tonight’s program

A week’s holiday
 54

Exercícios

1. Faça como no modelo.

MODELO: The duties of Mr. Nardy are very important.

Mr. Nardy’s duties are very important.

a. The expenses of Regina were higher this year.

Regina’s expenses were higher this year.

b. The sons of the Andrades are very smart.

The Andrades’ sons are very smart.

c. The prices this year are lower.

This year’s prices are lower.

d. The arms and shoulders of Elisa were sore.

Elisa’s arms and shoulders were sore.

e. The Museums of London are extremely interesting.

London’s Museums are extremely interesting.

2. Assinale a opção correta.

1. Those dirty shoes and clothes are _______________.

a) ( ) the children’

b) ( ) of children

c) (X) the children’s

d) ( ) of the children’

2. The washing machine was ____________. We had to buy it.

a) ( ) the offer’s special month

 55

b) (X) the month’s special offer

c) ( ) the month’ special offer

d) ( ) the special offer month’s

3. _________ boyfriends are foreigners. They are New Yorkers.

a) ( ) Carina and Joyce

b) ( ) Carina’s and Joyce

c) ( ) Carina and Joyce’

d) (X) Carina’s and Joyce’s

3. Passe para o inglês as frases a seguir.

a. Eles tiveram que recorrer à poupança dos filhos.

They had to use their children’s savings.

b. A mãe de Ana e de Tiago mora no apartamento amarelo.

Ana and Tiago’s mother lives in the yellow apartment.

c. A atmosfera da Terra está ficando cada vez mais poluída.

The earth’s atmosphere is getting more and more polluted.

ANNEX 2
 56

ACTIVITIES

A. Check your understanding of the Direct Method.

1. In the previous chapter on the Grammar-Translation Method, we learned that grammar

was treated deductively. In the Direct Method, grammar is treated inductively. Can
you explain the difference between deductive and inductive treatments of grammar?

 In the deductive way the teacher explain the grammar through its rules, explicitly.
In the inductive way, the teacher leads the students to deduce the rules.

2. What are some of the characteristics of the Direct Method that make it so distinctive
from the Grammar-Translation Method?

 The reading skill will be developed through practice with speaking; the native
language should not be used in the classroom; the teacher should demonstrate, not
explain or translate; the purpose of language learning is communication; grammar
should be taught inductively.

3. It has been said that it may be advantageous to a teacher using the Direct Method not
to know his students’ native language. Do you agree? Why?

 I don’t agree with it. Because when the teacher knows the native language of his
students he can find out where the students will have problems or difficulties in
learning the target language.

B. Apply what you have understood about the Direct Method.

1. Choose a particular situation (such as at the bank, at the railroad station, or at the
doctor’s office) or a particular topic (such as articles of clothing, holidays, or the
weather) and write a short passage or a dialog on the theme you have chosen. Now
think about how you will convey its meaning to students to students without using
their native language.
 57

At the farm

 The teacher shows to the class a big poster with the same picture that is in the
students’ text. As the students are called to read the dialog, sentence by sentence,
the teacher points to the animal the sentence talks about. After the students finish
reading the dialog, they are asked if they have questions. If so, the teacher explains
 58

it by drawing, miming or giving an example. The teacher asks some questions

about the text for a few minutes helping the students to understand it. And after, he
asks the students to make questions to the class, this is an opportunity to correct
pronunciation.

2. Select a grammar point from the passage. Plan how you will get students to practice
the grammar point. What examples can you provide them with so that they can induce
the rule themselves?

 The grammar point is the quantifiers, few and many. The teacher will ask some
questions to the students based on the dialog using the quantifiers; after he will
show the flashcards down to induce the students to understand the rules.

One pig few pigs many pigs

One dog few dogs many dogs

 59

One horse few horses many horses

3. Practice writing and giving a dictation as it is described in this chapter.

 The teacher will read the passage down three times. The first time he will read in
the normal speed and the students will listen. In the second time, he will read again
phrase by phrase, pausing to the students write down what they lave heard. In the
last time, the teacher will read in the normal speed and the students will check
their work.

‘Mr. Manbauer and his family live on a farm in Pennsylvania. They usually
work a lot on their farm, but they are not working much this month. It’s January, and
January is wintertime in Pennsylvania. There’s a lot of snow and little work on the
far’.
 60

ANNEX 3

1. A que se deve a sucessão de métodos e abordagens de ensino ao longo da história?

 Deve-se ao reconhecimento da mudança de necessidade doa alunos, à mudança de

foco do estudo da língua da compreensão escrita para a proficiência oral.
 61

2. O método conhecido como Grammar-Translation dominou o cenário de ensino da

língua estrangeira por cerca de um século (1840-1940). Comente as seguintes críticas:

a. O Grammar-Translation Method é uma forma de ‘know everything about something

rather than the thing itself’.

 Você conhece as regras, memoriza, mas não sabe como usar.

b. ‘Although the Grammar-Translation Method often creates frustration for students, it

makes few demands on teachers’.

 É um método fácil para os professores porque não requer muito conhecimento de

lingüística ou de ensino de língua.

c. Qual é o embassamento teórico do Grammar-Translation Method?

 Não existe teoria por trás do método.

3. Que fatores levaram ao declínio do Grammar-Translation Method e ao surgimento do

Direct Method?

 O aumento das oportunidades de comunicação entre europeus criou demando por

proficiência oral; especialistas em ensino de idiomas se voltaram para o jeito como
as línguas modernas estavam sendo ensinadas nas escolas porque elas estavam
falhando nas suas responsabilidades.

4. Em que contexto o Direct Method se mostrou mais eficiente? Por quê? Por que esse
método não obteve resultados tão positivos no contexto de escolas regulares? Quais os
argumentos apresentados por seus críticos para tal?

 O Direct Method se mostrou mais eficiente nas escolas de idiomas porque os

alunos que pagavam pelas aulas tinham motivação e porque a utilização de
professores nativos da língua alvo era norma. Os resultados em escolas regulares
não foram tão positivos porque o método falhou em considerar a realidade prática
 62

da sala de aula: o método requer professores nativos ou fluentes na língua alvo e

nem todos os professores eram assim; além do que o professor poderia perder
muito tempo da aula tentando fazer uma explicação simples por não poder usar a
língua nativa.

5. Quais os resultados do estudo ‘Coleman Report’ e suas consequências para o ensino

da língua estrangeira nos EUA?

 Concluiu que nenhum método sozinho pode garantir resultados bem sucedidos; o
ensino da habilidade de conversação foi considerado impraticável devido ao tempo
restrito para o ensino da língua em escolas, à limitação dos professorese da
irrelevância para os estudantes. O novo objetivo para um curso de língua
estrangeira é a habilidade de leitura.

6. O Direct Method inaugurou a chamada ‘era dos métodos’? Qual a duração desse
período e as crenças que o embassaram? Que era a sucede? Qual a mudança de
paradigma ocorrida?

 A chamada “Era dos Métodos” durou (mais ou menos) dos anos 50 aos anos 80 do
século XX. Nessa época, a crença comum era que mudanças na forma de ensinar
inglês era a forma de melhorar o aprendizado. Por isso, se buscava sempre
métodos mais modernos para o ensino de línguas, acreditando que essa era a forma
de se resolver os problemas do aprendizado. Porém, a partir dos anos 90 muitos
lingüistas aplicados e professores de línguas começaram a mudar essa perspectiva,
procurando entender a natureza do ensino de línguas. Esse período ficou
conhecido como a “era pós-método”.

7. Quais as principais razões pelas quais métodos ainda são estudados?

 O estudo dos métodos e abordagens dá ao professor uma visão de como a área

se desenvolveu e estes podem ser muito úteis quando não são vistos como receitas prontas,
mas como fonte de práticas de ensino que os professores podem utilizar a depender das suas
necessidades. Conhecer e utilizar diferentes métodos dá ao professores experiência e os ajuda
 63

a desenvolver habilidades básicas que serão muito importantes na medida em que eles
desenvolvem experiência de ensino.

ANNEX 4

ACTIVITIES

A. Check your understanding of the Audio-Lingual Method.

1. Which of the following techniques follows from the principles of the Audio-Lingual
Method, and which ones don’t? Explain the reasons for your answer.

a. The teacher asks beginning-level students to write a compositions about the system of
transportation in their home countries. If they need a vocabulary word that they don’t
know, they are told to look in a bilingual dictionary for a translation.

 This technique doesn’t follow the principles of the audio-Lingual Method because
when the students are asked to write something they are supposed to write about
what they are learning, they must follow the first dialog the teacher showed in the
first class.

b. Toward the end of the third week of the course, the teacher gives students a reading
passage. The teacher asks the students to read the passage and to answer certain
questions based upon it. The passage contains words and structures introduced during
the first three weeks of the course.

 This technique does not follow the principles of the Audio-Lingual Method. In this
method the teacher does not work on reading passages nor on text comprehension.

c. The teacher tells the students that they must add an ‘s’ to third person singular verbs in
the present tense in English. She then gives the students a list of verbs and asks them
to change the verbs into the third person singular present tense form.

 This technique doesn’t follow the principles of the audio-Lingual Method because
the grammar rules necessary to use the target language will be figured out or
induced from examples.
 64

2. Some people believe that knowledge of a first and second language can be helpful to
learners who are trying to learn a third language. What would an Audio-Lingual
teacher say about this? Why?

 The knowledge of a first and a second language can be helpful to learn a third
language because the method claims that the language learning is a process of
habit formation.

B. Apply what you have understood about the Audio-Lingual Method.

1. Read the following dialog. What subsentence pattern is it trying to teach?

SAM: Lou’s going to go to college next fall.

BETTY: Where is he going?

SAM: He’s going to Stanford.

BETTY: What is he going to study?

SAM: Biology. He’s going to be a doctor.

Prepare a series of drills (backward build-up, repetition, chain, single-slot substitution,

multiple-slot substitution, transformation, and question-and-answer) designed to give
beginning level EFL students some practice with this structure. It is not easy to prepare drills,
so to check yours, you might want to try giving them to some other teachers.

 The teacher is trying to teach the immediate future with ‘going to’.

- Single-slot substitution drill:

The teacher says to student 1: He’s going to Stanford. - Paris

Student 1: He’s going to Paris.

Teacher: England.

Student 2: He’s going to England.

Teacher: China.

Student 3: He’s going to China.

Teacher: Brazil.
 65

Student 4: He’s going to Brazil.

- Multiple-slot substitution drill:

The teacher repeats the phrase: ‘He’s going to be a doctor.’ And give the cue ‘she’.

Student 1: She’s going to be a doctor.

The teacher repeats again the phrase: ‘He’s going to be a doctor.’ And give the cue ‘singer’.

Student 2: He’s going to be a singer.

The teacher gives the cue ‘she’.

Student 3: She’s going to be a singer.

- Transformation drill:

The teacher offers an example: ‘I say, ‘He’s going to be a doctor’. Is he going to be a doctor?
And I say, ‘She’s going to be a singer’. Is she going to be a singer? Does everyone
understand? OK, let’s begin. He is going to be a dancer.

The class answer: Is he going to be a dancer?

Teacher: He is going to be a teacher.

The class answer: Is he going to be a teacher?

Teacher: she is going to be a painter.

The class answer: Is she going to be a painter?

2. Prepare your own dialog to introduce your students to a sentence or subsentence

pattern in the target language you teach.

STEVE: Where’s Karen?

JEFF: She’s in the living room.

STEVE: What’s she doing?

JEFF: She’s studying.

STEVE: Where are her parents?

JEFF: They’re watching TV, but the dog isn’t in the house…

- Single-slot Substitution drill:

 66

The teacher begins repeating from the dialog: ‘She’s in the living room.’ She shows a picture
of a kitchen and says ‘A kitchen’.

The students say: ‘She’s in the kitchen.’

The teacher shows a picture and says ‘A bedroom’.

The students say: ‘She’s in the bedroom.’

The teacher shows a picture and says ‘A bathroom’.

The students say: ‘She’s in the bathroom.’

- Transformation drill:

The teacher shows a picture of a living room and asks ‘Is she in the bathroom?’ And she
answers ‘Yes, she’s in the living room’. She shows a picture of a bedroom and asks ‘Is she in
the in the bedroom?’ And she answers again: “No, she isn’t in the bedroom’. She poses a
question to the class holding a picture of a library: ‘Is she in the garden?’

The class answers: ‘No, she isn’t in the garden.

The teacher shows a picture of a kitchen and asks ‘Is she in the kitchen?’

The class answer: ‘No, she isn’t in the kitchen’.

- Question-and-answer drill:

The teacher shows the class a picture of a girls studying and asks: ‘Is she studying?’ And she
answers ‘Yes, she’s studying.’

The students understand that they are required to look at the picture and listen to the question
and answer positively or negatively according to the action in the picture and the question.

Then she shows a picture of a girl playing guitar and asks ‘Is she playing guitar?’

The class answer: ‘Yes, she’s playing guitar.’

The teacher shows a picture of a girl sleeping and asks ‘Is she going to school?’

The class answer: ‘No, she isn’t going to school.’

The teacher shows a picture of a girl listen to music and asks ‘Is she watching TV?

The class answer: ‘No, she isn’t watching TV.

 67

ANNEX 5

1. O TPR está baseado em três hipóteses sobre aprendizagem. Explique cada uma delas.

 As hipóteses são:

Bio-program: o ensino e o aprendizado de uma nova língua devem ser como o processo de
aquisição da primeira língua.

Lateralização cerebral: baseado em Piaget, Asher pensava que a criança adquire a lingual
através de movimentos, usando o lado direito do cérebro.

Redução de stress: a aquisição da lingual deve acontecer em um ambiente sem stress.

2. Comente as seguintes passagens retiradas do texto:

a. “TPR reflects a grammar-based view of language.”

 A gramática é ensinada de forma indutiva e o syllabus é baseado na sentença.

b. “This analysis reveals the use of a sentence-based syllabus, with grammatical and
lexical criteria being primary in selecting teaching items.”

 Pontos gramaticais e vocabulário são selecionados de acordo com as situações em

que podem ser usados na sala de aula.

c. “Unlike methods that operate from a grammar-based or structural view of the core
elements of language, Total Physical Response requires initial attention to meaning
rather than to the form of items. Grammar is thus taught inductively.”
 68

 A gramática é ensinada de forma indutiva a partir do contexto, não são dadas as

regras explicitamente.

3. Justifique o uso de “role plays” pelos adeptos do TPR.

 O role play é usado porque se baseia em situações reais do dia a dia.

4. Por que é recomendado que o professor escreva um plano detalhado e o leve para sala
de aula?

 O professor deve estar bem preparado e organizado para que a aula possa fluir bem
e de maneira previsível. A ação é muito rápida e não há tempo para criar.

5. De que modo a correção feita pelo professor deve se assemelhar à feita por pais a seus
filhos?

 O professor deve seguir o exemplo dos pais corrigindo os erros dos filhos. No
começo os pais corrigem muito pouco, mas na medida em que a criança cresce, os
pais toleram menos os erros na fala. Assim, os professores devem evitar muitas
correções nos primeiros estágios e não devem interromper para corrigir erros para
não inibir os alunos. A medida em que o tempo passa, os professores podem
corrigir com mais freqüência.

8. O TPR raramente é adotado como um método exclusivo. Qual a recomendação do

próprio Asher quanto a isso e de que modo seus adeptos o utilizam?

 Asher diz que o método deve ser usado em associação com outros métodos e
técnicas. Praticantes do TPR seguem essa recomendação e utilizam o TPR como
um conjunto de técnicas que é compatível com outras abordagens.
 69

ANNEX 6

ACTIVITIES

A. Check your understanding of Total Physical Response.

1. Asher believes that foreign language instruction can and should be modeled on native
language acquisition. What are some characteristics of his method that are similar to
the way children acquire their native language?

- The students say nothing; they just listen because understanding of the target language
should be developed before speaking.

- The teacher uses the imperative to teach students.

- Students can learn through imitation.

- When students make an error, the teacher makes the correction in a sweet way, as a
parent.

2. One of the principles of TPR is that when student anxiety is low, language learning is
enhanced. How does this method lower student anxiety?

 The students begin to speak only when they feel they are ready, they are not forced
to do it, and is easier to learn when it is fun, the teacher must create some funny
situations in the class.
 70

B. Apply what you have understood about Total Physical Response.

1. A lot of target language structures and vocabulary can be taught through the
imperative. Plan part of a TPR lesson in which the present continuous tense, or
another structure in the target language, is introduced.

 It a beginning class in the end of the semester. They know the basic commands, a
lot of vocabulary, and the verb to be.

The teacher asks for a volunteer to help her. She choose one of students, shows
him a picture asks him to mime the action on the picture. While the student mimes,
the teacher says ‘He is brushing the teeth.’, and asks the others to repeat the
phrase. Another volunteer, the teacher shows another picture, and the student
mime. While the student mimes the teacher says ‘She is jumping.’, and asks the
others to repeat the phrase. The teacher shows a picture to each student asking
them to mime the action and repeat the phrase after her while the student is
miming.

 In the second activity the teacher will use another pictures. She will show picture
by picture for the students; she will mime the action on the picture and the students
are supposed to repeat the action and repeat the phrase that the teacher will be
saying while miming. For example: the teacher shows a picture, there is a person
talking on the telephone, the teacher mimes the action, the students are supposed
to imitate what the teacher is doing. While miming the teacher will say: ‘She is
talking on the telephone’ and the students will repeat the phrase.

2. In the action sequence (operation) that we looked at, the teacher had the students
pretend to write and mail a letter. Think of three common activities which could be
used as action sequences in the classroom. Make a list of commands for each one.

 Going to Bed:

- Turn off the TV;

- stretch and yawn;

- hug you mom;

 71

- brush the teeth;

- put the pajamas;

- turn off the lights;

- get into bed.

 Sending an e-mail:

- Turn on the computer;

- Open the internet;

- Open your mail box;

- Write the message;

- Write the receiver’s address;

- Send the e-mail.

 Making a sandwich:

- Slice some bread;

- spread butter on both slices;

- spread the butter to all corners of the bread;

- put a piece of meat on one slice of bread;

- put lettuce, tomatoes and cheese on the same slice of bread;

- place the second slice of bread on top;

- close the sandwich;

- cut the sandwich in half;

- take a bite - Mmmmmm!

 72

ANNEX 7

1. Descreva os dois tipos fundamentais de interação presentes no CLL.

 Interação entre aprendizes: são imprevisíveis no conteúdo, mas envolvem troca de

afeto; se torna mais intima a medida em que a sala se torna uma comunidade de
aprendizes e a motivação para aprender é mais quando se aprende em grupo.

 Interação entre aprendizes e conhecedores: é uma interação dependente no

começo. O aluno diz ao professor o que ele quer dizer na língua lavo e o professor
diz a ele como falar. A interação vai evoluindo até o estágio da independência.

2. O que significa a sigla SARD? Como cada um dos elementos que a compõem afeta o
processo de aprendizagem?

 Security: os alunos sentirão dificuldade para entrar em uma experiência bem

sucedida de aprendizado se eles não se sentirem seguros.
 73

 Atention and Agression: a atenção promove o aprendizado; a agressão se aplica na

forma como o aluno tenta mostrar o que aprendeu.

 Retention and Reflection: se o aluno está envolvido no processo de aprendizagem,

o que é retido é internalizado; reflexão é um período consciente de silêncio no qual
ele foca no que aprendeu na última hora, avalia seu estágio presente de
desenvolvimento e reavalia objetivos futuros.

 Discrimination: quando os alunos retem um conteúdo, eles estão prontos para

resolver o assunto e relacionar uma coisa com outra.

3. Comente as seguintes passagens retiradas do texto:

a. “By the end of the process, the child has become adult. The learner knows everything
the teacher does and can become knower for a new learner.”

 Eu não concordo quando ele diz que o aluno sabe tudo o que o professor sabe.
Quando o professor ensina, não significa que o aluno aprendeu. Ou, talvez,
dependendo das práticas do aluno, ele possa saber mais que o seu professor.

b. “The progression is topic-based, with learners nominating things they wish to talk
about and messages they wish to communicate to other learners. The teacher’s
responsibility is to provide a conveyance for these meanings in a way appropriate to
the learner’s proficiency level.”

 A responsabilidade do professor dentro do método é bem limitada. Ele só se

manifesta se solicitado pelos alunos. Não acredito que essa seja a melhor forma de
ensinar, o aluno precisa se tornar independente do professor sim, mas precisa de
alguém que oriente como o aprendizado vai se encaminhar.

4. Por que livros não são adotados? De que forma o “syllabus” é construído?

 O método não usa um syllabus convencional porque é baseado em tópicos, são os

alunos que escolhem os temas sobre os quais eles querem falar e as mensagens que
eles querem comunicar uns aos outros. O syllabus surge da interação entre os
alunos e a reformulação dessas intenções pelo professor.
 74

5. Por que é difícil descrever os procedimentos adotados em sala de aula?

 Porque cada curso baseado no CLL é uma experiência única.

6. O CLL exige um profissional bastante preparado. Quais as demandas impostas aos

professores?

 Os professores precisam ser altamente competentes e sensíveis às nuances das

línguas; devem estar acostumados e gostar de serem conselheiros; resistir à
pressão de ensinar nos moldes tradicionais; estar preparados para aceitar e até
encorajar a agressão do aluno que quer ser independente; trabalhar sem materiais
tradicionais; devem estar preparados para lidar com a reação hostil ao método.

7. Quais as críticas feitas ao CLL? Como elas são rebatidas pelos seus defensores?

 Críticas são feitas ao papel do professor como conselheiros psicológicos, se eles

devem ou não ser treinados para isso; à falta de um syllabus, o que torna o objetivo
do curso obscuro e avaliação difícil de ser feita; o foco na fluência ao invés da
correção pode levar a uso inadequado da gramática da língua alvo.

 Os defensores enfatizam os benefícios positivos do método que está centrado no

aluno e enfatiza o lado humano do aprendizado da língua e não apenas a sua
dimensão lingüística.

ANNEX 8

1. Como a Yoga e a Psicologia Soviética contribuíram para a Desuggestopedia?

 Da Yoga, Lozanov modificou algumas técnicas de estados alterados de consciência e

concentração e o uso da respiração ritmada. Da Psicologia soviética, Lozanov tirou a
noção de que todos os alunos podem ser ensinados no mesmo nível, ou seja, após o
ensino, os alunos estarão no mesmo nível de aprendizagem.

2. Como o vocabulário é trabalhado nessa perspectiva? E quanto à gramática?

 75

 O método enfatiza a memorização de vocabulário em pares: uma palavra na língua

alvo e uma palavra na língua materna porque é centrado no léxico e na tradução
lexical. Apesar de que, Lozanov enfatiza que a memorização não é o alvo do método,
mas sim o entendimento e a solução criativa de problemas, ou seja, a capacidade de
uso da língua de maneira criativa.

3. A questão da autoridade é central para o processo. Como a autoridade do próprio

método, da instituição que o utiliza, e do professor que o adota é construída?

 Escolas bem divulgadas através de histórias de sucesso dão ao método e a instituição

certa autoridade. O comprometimento com o método, autoconfiança, distanciamento,
habilidade de atuar e uma atitude positiva dá um ar de autoridade ao professor.

4. Como a postura de Lozanov difere da de Asher quanto à adoção da Desuggestopedia?

 Asher diz que o método deve ser usado em associação com outros métodos e técnicas.
Lozanov acredita que o método dele deve ser utilizado integralmente, sem alteração ou
associação de outros métodos.

5. Comente as seguintes frases retiradas do texto:

a. “Memorization in learning by the suggestopedic method seems to be accelerated 25

times over that in learning by conventional methods.”

 Os criadores do método acreditavam que ele poderia acelerar o aprendizado até 25

vezes mais do que os métodos convencionais, apesar de não terem estudos que
pudessem comprovar esse fato. Acredito que o método tem alguns pontos que
realmente podem facilitar e até acelerar o aprendizado de determinados alunos que se
identifiquem com o método, mas não em até 25 vezes mais que outros métodos.

b. “Lozanov claims that his method works equally well whether or not students spend
time on outside study.”

 Lozanov afirmava que o aluno iria aprender mesmo que ele não estudasse fora da sala
de aula. Eu não concordo com esse princípio. Acredito que o aluno precisa exercitar o
 76

que aprendeu em sala de aula, e para isso é fundamental que ele faça exercícios em
casa, pesquisa e pratique a língua.

c. “Traumatic themes and distasteful lexical material should be avoided.”

 Acredito que tratar de certos assuntos polêmicos ou desagradáveis pode ser evitado
sim. O professor deve estar atento a determinados assuntos que possam causar
constrangimento ou desconforto em sala de aula para não tornar o ambiente tenso,
transformando assim em uma experiência desagradável para o aluno.

ANNEX 9

ACTIVITIES

A. Check your understanding of Desuggestopedia.

1. What are some of the ways that direct positive suggestions were present in the lesson?
Indirect positive suggestions?
 77

 Direct positive suggestions: the teacher speaks confidently and gives the impression
that learning will be easy and enjoyable.

 Indirect positive suggestions: the teacher makes students choose a new identity; the
teacher outs some music when reading; the class is bright and colorful

2. How are the arts integrated into the lesson we observed?

 The fine arts enable suggestions to reach the subconscious. The students dramatize
dialogs to reduce barriers to learn. Music reinforces the linguistic material and gives a
state of infantilization that makes the students more opened. There are reproductions
of classical paintings throughout the text and the classroom..

B. Apply what you have understood about Desuggestopedia.

1. Most teachers do not have control of the classroom in which they teach. This does not
mean that they cannot provide an environment designed to reduce the barriers their
students bring with them, however. Can you think of ways that you might do this?

 I can make the class more colorful; speak more confidently to make the students really
trust in me and make them believe that learn is easy; use the fine arts more effectively.

2. Make a list of ten grammatical points about the target language that you would want to
display on posters to encourage beginning students’ peripheral learning.

 I will use a group of 3 posters each week or two:

- The first group will consist of: Verb To be (Present Form), Plural of nouns,
and Genitive Case.

- The second group will consist of: Imperative, Quantitatives (much, many) and
one poster contrasting Personal Pronouns, Possessive Adjectives and
Pronouns.

- The third group will consist of: Simple Present, Verb To Have and Indefinites
(some, any, no).
78
 79

ANNEX 10

ACTIVITIES

A. Check you understanding of Learning Strategy Training, Cooperative Learning, and

Multiple Intelligences.

1. State in your own words the difference between language training and learner training.

 In language learning you teach the language, the subject; and in the learner training
you teach your student how to learn the language or another subject.

2. It has been said about cooperative learning that it attempts to teach students to ‘think
us, not me’. What do you think that this means?

 You must think about the learning of all the class and not only your learning. The
success of you classmate will be part of you success.

3. Categorize each of the following seven activity types into the type of intelligence it
likely taps. There is one intelligence for each:

- Listening to lectures: verbal/linguistic

- Tapping out the stress patterns of sentences: musical/rhythmic;

body/kinesthetic

- Cooperative tasks: bodily/Kinesthetic

- Goal setting: intrapersonal

- Map reading: visual/spatial

- TPR: body/kinesthetic

- Surveying students’ likes and dislikes: interpersonal

 80

- Graphing the results: logical/mathematical

A. Apply what you have understood about learning Strategy Training, Cooperative
Learning, and Multiple Intelligences.

1. Goodman (1998) has written that ‘one essential tenet of cooperative learning is the
notion that any exercise, course material, or objective… may be reformulated into a
cooperative experience’ (p. 6), with this in mind, think back to a recent exercise you
asked your language students to do. How could you have reformulated it in such a way
as to be consistent with cooperative learning principles?

 My students were learning about Shakespeare. After a little explanation about who he
was, the main books, the main movies made inspired on his books, they choose the
book the Taming of Shrew to read. I asked to read the book and to make a critical
summary about it individually. Following the principles of the Cooperative Learning I
could change the activity like that:

- I would divide the book into parts and give one part to each student who will be
supposed to read it at home;

- In class they will have to tell the entire story without knowing nothing else than her or
his own part of the text.

- If they could tell the story they will watch the movie “10 thing I hate about you’.

2. Make a list of your commonly used language teaching activities. Try to determine
which intelligences they work on. If there are intelligences that are no included in your
list, see if you can change the way you do the activities to include it/them.
Alternatively, consider adding activities which work on the missing intelligence(s) to
your repertoire.

 Verbal/Linguistic: storytelling; choral speaking; the process of writing.

 Logical/Mathematical: playing logic games as detective; predicting; following recipes.

 Visual/Spatial: coloring; work with maps; using flashcards.

 Bodily/Kinesthetic: acting out as in a role-play; miming; changing room arrangement.

 81

 Musical: singing a song; Rhythmic patterns playing background music.

 Interpersonal: study group; interviewing; discussing.

 Intrapersonal: self-reflection; prepare journals; autobiographies.

ANNEX 11

ACTIVITIES

A. Check your understanding of Communicative Language Teaching.

1. Explain in your own words Morrow’s three features of communication: information

gap, choice, and feedback. Choose one of the activities in the lesson we observed and
say whether or not these features are present.

- Information gap exist when one person knows what another person doesn’t know.

- Choice is the possibility to choose what say and how say it.

- Feedback is the evaluation if your purpose has been achieved based on the
information you receive from your listener.

2. Why do we say that communication is a process? What does it mean to negotiate

meaning?
 82

 When you are speaking to somebody, you receive immediate feedback from the
listener on whether or not you have communicated. The listener will demonstrate
through question or expressions if he or she understands what you are saying.

3. What does it mean to say that the linguistic forms a speaker uses should be appropriate
to the social context?

 You have to choose what to say, when, for who/whom and where. You need to choose
what you will say based on the social rules.

B. Apply what you have understood about CLT.

1. If you wanted to introduce your friend Paula to roger, you might say:

Roger, this is (my friend) Paula.

I would like you to meet Paula.

Let me present Paula to you.

Roger, meet Paula.

Allow me to introduce Paula.

In other words, there are a variety of forms for this one function. Which would you
teach to a beginning class, an intermediate class, an advanced class? Why?

List linguistics forms you can use for the function of inviting. Which would you teach
to beginners? To intermediates? To an advanced class?

 Beginning class: Roger, this is (my friend) Paula.

Let me present Paula to you.

Roger, meet Paula.

 Intermediate class: I would like you to meet Paula.

 Advanced class: Allow me to introduce Paula.

 83

I decided divide like that based on the difficulty of the grammar point. And in the
beginning class I think it is important to show students more than one form to say the
same thing.

- Beginning class: Do you want to go to the movies tonight?

Let’s go to the movies tonight.

Why don’t we go to the movies tonight?

- Intermediate class: How would you like to go to the movies tonight?

How about going to the movies tonight?

- Advanced class: Do you feel like going to the movies tonight?

I wonder if you want to go to the movies tonight.

2. Imagine that you are working with your students on the function of requesting
information. The authentic material you have selected is a railroad timetable. Design a
communicative game or problem-solving task in which the timetable is used to give
your students practice in requesting information.

 These are the timetable of the Face West Fitness. Each one has some different
information missing. The students work in pairs, each one receives one timetable and
they are supposed to fill out the information missing.
84
 85

3. Plan a role play to work on the same function as in Exercise 2.

 Meg needs to make exercises but she is pregnant, so she called the Face West Fitness
to try to find what exercise she can do. She has only 30 Euros. One student will be
Meg and the other student will be the gym’s receptionist that answers the phone. Try
to choose the better exercise for Meg.
 86

ANNEX 12

Universida
LETB28 –
Profa. Man
 87

It is a s
COM
knowledge
identify a p
 88

Approach
 Function
 Learner-c
of functiona
 Focus on
 Interactio
 89

Design
 CBT is d
The focus
Eight key m
to what they
 90

Procedur
 Gramma
 How fram
 91

Stages of
At Step 1: Y
At Step 2: Y
Competen
At Step 3:
 92

5. Focus on
application
Critics
6. Use tex
 There are
reach comp
 93

ANNEX 13

Lesson Plan 1

Disciplina: Língua Inglesa

Tema da Aula: Afixos
Série: 8ª série / 9º ano

OBJETIVOS: - levar os alunos a reconhecer a formação de palavras através dos afixos

(sufixos e prefixos).

COMPETÊNCIAS E HABILIDADES:

- reconhecer palavras novas através da adição de prefixos e sufixos;

- aumentar o vocabulário com o conhecimento de palavras novas.

METODOLOGIA:
A - Atividade inicial: interpretação de texto com aula expositiva.
B - Atividade de desenvolvimento: aplicação de exercícios.
 94

C - Atividade de avaliação: game e exercícios para casa.

RECURSOS UTILIZADOS: handout, exercícios, quadro, piloto, chocolates.

CRONOGRAMA: 2 aulas de 50 minutos

1ª aula:

• Warm-up: 10 min

- Pedir aos alunos que falem palavras que tenham o significado contrário da que for dita
pelo professor. O professor deverá dizer palavras que possibilitem a formação de
outras com prefixo, por exemplo: feliz, o aluno possivelmente dirá infeliz; nacional –
internacional; possível – impossível; cobrir – descobrir; concentrado –
desconcentrado; determinado – indeterminado; moral – imoral; legal – ilegal; regular
– irregular.

- O professor deverá dizer aos alunos que é possível formar novas palavras apenas com
a adição de algumas letras, salientando que isso é um dos processos de formação de
palavras.

• Reading: 20 minutos

- Pedir aos alunos que leiam o texto abaixo e observem as palavras que estão em
negrito.
 95

Summer Suit Magazine, February 2010.

• Colocar em discussão as seguintes perguntas:

- Qual o tipo de texto?

- Qual é a fonte desse texto?

- Sobre o que o texto trata?

- Sobre que tipo de tatuagem o texto fala?

- Como deve ser aplicada a tatuagem lavável?

- Você tem alguma tatuagem?

- Você colocaria uma tatuagem permanente? E uma lavável?

- O que você pensa a respeito das pessoas que tem tatuagem?

• Depois da discussão sobre o texto, chamar a atenção dos alunos para as palavras
grifadas perguntando o que elas tem em comum. Escrever as palavras no quadro e
pedir que eles identifiquem os sufixos ou prefixos e a raiz de cada palavra. Salientar
para os alunos que o conhecimento de como as palavras podem ser transformadas
auxilia na interpretação de um texto e a ampliação do vocabulário.

• Discussion: 10 minutos

- Pedir a eles que definam então o que são prefixos, com as próprias palavras.

- Distribuir o hand-out.

- Com o auxílio e leitura do hand-out mostrar os prefixos mais comuns.

• Exercise: 10 minutos

- Pedir aos alunos que respondam as questões 1 e 2 do exercício 1.

- Pedir que respondam todas as questões do exercício 1 e 2 em casa para correção e

discussão em sala.
 96

Hand-out

Affixes: Prefixes and Suffixes

Uma ótima forma de expandir o vocabulário de Inglês é através da utilização de prefixos e

sufixos. Eles têm a capacidade de alterar o significado das palavras e até mesmo mudar a sua
classe gramatical.

 O que são prefixos e sufixos?

O prefixo é um elemento que se agrega ao radical, alterando o seu significado para formar
uma nova palavra.

Ex.: des + fazer = desfazer

i + mora = imoral

O sufixo é uma palavra acrescentada no final da raiz.

Ex.: feliz + mente = felizmente

Leal + dade = lealdade

Prefixos

Os prefixos mais comuns que dão sentido contrário ou negativo são: dis-, il-, im-, in-, de-, ir-,
non-, un-.

Un + able = unable (incapaz)

Un + successful = unsuccessful (mal sucedido)

In + different = indifferent (indiferente)

Il + logical = illogical (ilógico)

Im + movable = immovable (imóvel)

Ir + relevant = irrelevant (irrelevante)

Dis + honest = dishonest (desonesto)

Non + scientific = non-scientific (não científico)

Outros prefixos importantes são:

 97

• Mis-: expressa a idéia de ‘fazer mal’. Ex.: mis + spell = misspell (escrever mal)

• Under-: expressa a idéia de ‘de modo insuficiente’. Ex.: under + developed =

underdeveloped (desenvolvido de modo insuficiente)

• Over-: expressa a idéia de ‘excesso’. Ex.: over + charge = overcharge (excesso de

carga)

Sufixos

• Verbos ou substantivos transforma-se em adjetivo

- able (possível): to drink (verbo) = drinkable (bebível, possível de beber)

- less (sem): Hope (substantivo) = hopeless (sem esperança)

- full (com muito): Hope (substantivo) = hopefull ( com muita esperança)

• Adjetivos transforma-se em substantivos

- Ness: Sad = sadness

- Ty: Formal = formality

- Ance: elegant = elegance

- Ence: differente = diference

- Cy: frequent = frequency

• Substantivo forma substantivo feminino

- Ess: actor = actress

• Substantivo forma substantivo designando um estado especial ou um período na vida

de alguém:

- Hood: child = childhood

• Substantivo forma substantivo abstrato para designar uma posição, para significar uma
habilidade ou competência, ou ainda todas as pessoas de um grupo especial:

- Ship: member = membership

Champion - championship

• Sufixos que formam substantivos:

 98

- -er, -eer, -or, -ster: aquele que faz ação: drive = driver, Instruct + or = instructor, Gang + ster
= gangster

- -ation, -tion, -ion, -ment: estado, ação: explore = exploration

- -ese: nacionalidade: China = chinese.

• Formam advérbios:

- -ly (equivale a –mente em português). Ex.: loud + ly = loudly

Exercício 1 – Prefixos

1. (PUC – Rio 2007) Mark the only item where the preffix ‘un-‘ cannot be added to form
a word a with the opposite Idea.

a) Clear. b) Increased. c) Impaired d) Affected e) Masked.

2. (PUC – Rio 2002) in ‘misrepresentative’ (‘The ratings of children watching the adult-
oriented shows may be misrepresentative of what children are really watching and
may represent what their parents are watching instead.’) the prefix mis- has the same
meaning as in:

a) Miserable. b) Mistress. c) Miscellaneous. d) Misunderstanding. e) Missionary.

3. (PUC – Rio 2001) In line 1 (‘In our self-absorbed age, everything is the newest New
Thing or the biggest Big Thing. This spirit inevitably invests the Internet with
transcendent significance … We suffer from historical amnesia.’), ‘self-absorbed’
means:

a) Materialistic b) Revolutionary c) Self-admiring d) Competitive e) Self-conscious.

4. Seguem-se noções expressas por prefixos. Correlacione-as com os prefixos

sublinhados nas palavras.
Negação ou oposição – a favor – entre dois ou mais – novo – anterioridade –
imitação – metade – próprio – contra – duas vezes, dois – repetição –
posterioridade – de forma ruim - vários
 99

a) Unexpected:

b) Pseudo-intellectual:

c) Post-graduated:

d) Pro-abortion:

e) Interaction:

f) Dislike:

g) Predestination:

h) Bilingual:

i) Antinuclear:

j) Autobiographic:

k) Inanimate:

l) Semi-tropical:

m) Non-smoker:

n) Multi-racial:

o) Re-evaluate:

5. Estude o sentido dos prefixos do quadro abaixo. Em seguida, complete as frases

derivadas dos vocábulos em destaque.

a) His _______________________ eventually led to him being expelled from school.

(behavior)

b) Mrs. Dinah __________________ your future for five dollars. (tell)

c) She often refers to her life in a spirit of _________________. She should see the
bright side of life instead. (pity)
 100

d) The _____________________ of antibiotics is a great worry in medicine as it is

responsible for bacterial resistance. (use)

e) Do not _____________________ Bill. You would be surprised at how creative he

can be. (estimate)

Exercício 2 - Prefixos
 101

2ª aula

• Warm-up: 10 minutos

- Utilizar o piloto como instrumento para o game. O professor irá tocar uma música,
enquanto isso os alunos passarão o piloto entre si; quando o professor parar a música
ele dirá um prefixo e o aluno deverá dizer uma palavra com esse sufixo. O aluno que
errar sai da brincadeira, os alunos que restarem no final receberão um chocolate.

• Correção dos exercícios: 10 minutos

- Pedir voluntários para dar a resposta correta dos exercícios e explicar o porquê
daquela resposta.

• Discussion: 15 minutos

- Pedir aos alunos que definam sufixos, com as próprias palavras.

- Com o auxílio e leitura do hand-out mostrar os sufixos mais comuns e como é possível
formar novas palavras através da adição dos sufixos, de forma dedutiva.

• Exercícios: 15 minutos

- Pedir que os alunos respondam o exercício 3 e o exercício de revisão.

- Os alunos deverão trocar o exercício 3 entre si para que um corrija o do outro.

- O exercício de revisão será corrigido pelo professor.

Exercício 3 – Sufixos

1. Qual o sufixo mais adequado para as palavras nas frases abaixo?

a) Janet is __________________ (response) for the whole Department.

b) The cave is only __________________ (access) by boat.

 102

c) Worker at nuclear plants are ___________________ (constant) screened to avoid

exceeding the maximum _____________________ (permit) levels of radiation.

d) Many politicians’ activities cannot be morally ___________________ (defend)

e) The __________ of the hi-jacked plane is still uncertain. (destine)

2. A congenital condition is:

a) A necessary condition.

b) A doubtful condition.

c) A condition present at birth.

3. Marque cada palavra na coluna da esquerda com a definição da coluna da direita.

Então escolha a alternativa que tem a sequência correta:

a) 5, 1, 3, 6, 4, 2 d) 3, 6, 5, 1, 4, 2

b) 4, 1, 2, 3, 6, 5 e) 3, 5, 1, 2, 6, 4

c) 1, 3, 6, 4, 2, 5

4. Leia as manchetes de jornal e responda as perguntas.

a) ‘MAN WINS RENOWN UNDER PSEUDONYM’

- Is the man famous now? __________

- Do most people know the man’s real name? __________

 103

b) ‘USE OF BIODEGRADABLE CARTONS SHOWN TO BE BENEFICIAL TO

COMPANIES’

- Can the cartons be broken down by natural processes? __________

- Does the use of cartons harm the companies? __________

c) ‘IN UNILATERAL DECISION, DEPARTMENT HEAD CUTS BILINGUAL

PROGRAMS’

- Did the department head consul others? __________

- Will there be more education in two languages? __________

Exercício de revisão

Prefixes & suffixes worksheet - Exercises

• Put the word in brackets into the correct form. You will have to use prefixes and/or
suffixes.

1. He was sitting __________________ in his seat on the train. (comfort)

2. There was a __________________ light coming from the window. (green)

3. He was acting in a very __________________ way. (child)

4. This word is very difficult to spell, and even worse, it's __________________. (pronounce)

6. You shouldn't have done that! It was very __________________ of you. (think)

7. He didn't pass his exam. He was __________________ for the second time. (succeed)

8. Some of the shanty towns are dreadfully __________________ . (crowd)

9. The team that he supported were able to win the__________________ . (champion)

10. There is a very high __________________ that they will be late. (likely)

11. I couldn't find any __________________ in his theory. (weak)

12. He wants to be a __________________ when he grows up. (mathematics)

13. You need to be a highly trained ___-_____________ to understand this report. (economy)

14. There were only a __________________ of people at the match. (hand)

 104

15. She arrived late at work because she had__________________ . (sleep)

16. The road was too narrow, so they had to __________________ it. (wide)

17. He was accused of __________________ documents. (false)

18. They had to __________________ the lion before they could catch it. (tranquil)

19. He needed to __________________ the temperature. (regular)

20. I think that you should _________________. It may not be the best thing to do. (consider)

21. There was a three-hour __________________ because of the strike. (stop)

22. You need a ________of motivation, organization and revision to learn English.(combine)

23. I try not to go to the supermarket at 5pm because it's __________________. (practice)

24. It is very __________________ to run air-conditioning with the door open. (economy)

25. His __________________ has been expected for the last half an hour. (arrive)

26. She looked at her __________________ in the mirror. (reflect)

27. I told him my plan but he wasn't very __________________ . (receive)

28. She had no __________________ of going to see him. (intend)

29. He spent half an hour __________________ himself with the building. (familiar)

30. Failing her driving test was a great __________________ to her. (appoint)
 105

ANNEX 14

Lesson Plan 2

Skill lesson

Skill: Speaking

Level: Intermediate +

Aim: A discussion where students talk about stereotypes.

Materials: hand-out, blackboard, marker.

1 lesson of 1 hour

 Warm up

• The teacher writes the word 'Stereotype' on the board and asks students what the word
means. If students are unsure, the teacher must help them by asking to finish the
phrase, "All Americans..." or something similar.
 106

• Once students have understood the concept of what a stereotype is, the teacher asks
them to mention a few of the stereotypes about Brazil. They are supposed to have in
mind what people from another country think about Brazilian people. Include a few
provocative stereotypes of your own at this point in order to get students thinking
about the negative aspects of thinking in stereotypes. Example: Brazilians do not like
working. OR Brazilians make party all the time.

 Activity

• The teacher will divide the students in pairs and give a hand-out. They are supposed to
choose two of the listed adjectives to describe each nationality. They will need to
explain their reasons for the adjectives provided. The teacher goes through the sheets
asking different students to explain their reasoning for the adjectives they have
chosen. The teacher asks other students whether they agree or disagree to promote
conversation.

 Discussion

• The teacher asks ask students why stereotyping can be often bad and which
stereotypes of their own country or region they do not like. Ask them to explain why.

Hand-out Stereotypes

Choose two adjectives that you think describe the nationalities listed below. Choose two
countries of your own to describe.

American:

British:

French:

Japanese:

• punctual • outgoing • hospitable • aggressive

• tolerant • nationalistic • talkative • polite

• romantic • well-dressed • sociable • rude

• respectful • humorous • serious • arrogant

 107

• hard-working • lazy • quiet • ignorant

• emotional • sophisticated • formal • casual