Nuevas Rutas Vente de las TIC a las TAC Adapta tu manera de ensear a su forma de aprender por David R. Sousa y Clara M Molero
Nouvelles Routes Au Bonheur des Dames par Marie Gabrielle Bardet
Interview with Norbert Schmitt by Jack Scholes POR TRS DA MARCA DISAL H UMA NOVA E FUNCIONAL LOGSTICA Sumrio
EXCLUSIVA PARA CLIENTES DISAL
05. Editorial
06. Opinies
08. News
10. Interview
14. Cover Topic
19. How do you say...
in English?
20. Variedades
22. Bilingual Education
24. Dicas Publisher Colaboradores desta edio News
Renato Guazzelli Ben Goldstein Carolina Kano Catarina Pontes Gleice Mori 25. Slang Editor Jack Scholes Clara M Molero Perea David R. Sousa Fernndez Nuevas Rutas Higor Cavalcante Sara Tcharkhetian Conselho Editorial Igor Morais
26. Livros Francisco Gomes de Matos
Graeme Hodgson Jack Scholes Jos Roberto A. Igreja Nouvelles Routes Leonardo S. Bandeira Heloisa Brito de Albuquerque Costa Lyle French Karen Fraser Marie Gabrielle Bardet Eventos
28/30. Articles Jos Olavo de Amorim Lizika Goldchleger Melody Pablos Souza Norbert Schmitt Carolina Kano
Lyle French Stephen Krashen Arte: Projeto e Diagramao
The end of motivation Nancy Lake Wilson Akifumi Onishi Myat Comunicao Pronunciation practice for multiple- Prof Dra. Gretel Eres Fernndez intelligence classes Prof Antonieta Celani PromoMag Jornalista Responsvel Sara Walker Cynthia Silva Jos Nello Marques / MTP: 14162
34. Nuevas Rutas
Vente de las TIC a las TAC A New Routes (ISSN 1516-3601) uma publicao Em caso de dvidas ou mais esclarecimentos, favor entrar Adapta tu manera de ensear a su digital, quadrimestral destinada a profissionais em contato com o departamento de Marketing Disal: forma de aprender de idiomas, institutos de idiomas, colgios de 11 3226-3100 ou [email protected]. ensino infantil/fundamental/mdio, universidades e 38. Nouvelles Routes faculdades. Ela um benefcio exclusivo que a Disal oferece Contatos comerciais: Disal S. A. Depto. Comercial Au bonheur des dames a seus clientes em todo o Brasil e distribuda Av. Marginal Direita do Tiet, 800 gratuitamente. CEP 05118 100 - Jaguara - So Paulo Se voc ainda no possui cadastro na Disal, faa-o Tel.: 11 3226-3100 - Televendas: 11 3226-3111 41. Atividades atravs do nosso site: www.disal.com.br e aproveite mais essa vantagem de ser cliente Disal. Fax Gratuito: 0800-7707-105 ou 0800-7707-106 e-mail: [email protected]
Os artigos e textos desta publicao no refletem necessariamente a opinio dos editores ou do conselho editorial, assim 43. Eventos como os anncios veiculados so de inteira responsabilidade dos respectivos anunciantes.
04 | New Ro u t e s D is a l Editorial
HAPPY NEW YEAR!
First of all, a very Happy New Year to teachers can exploit this powerful like us, interested in language for its all our readers from the New Routes tool. He proposes numerous ways to own sake, and hypothesizes that for team. We are all looking forward to motivate learners and enrich their most people, motivation plays no role being able to offer you three more learning experience, including using in successful language acquisition. issues in 2015, featuring contributions video and text, simultaneous viewing He suggests that we take advantage from internationally and nationally and reading and new video genres we of the natural process and make renowned authorities on language can find online such as literal music teaching. We sincerely hope that sure students have access to input videos and mash-ups, in which text the original interviews and inspiring and visual image combine in different, that they find compelling in class and articles and activities will be of unexpected ways. Ben ends his article outside of class. immediate interest to all of you, and inviting teachers to be on the look of direct relevance to the practice of out for opportunities to enhance The contributions mentioned here your profession. any text-driven work with video are, of course, just a few of the this will motivate your learners and many sections in a magazine full of In this first issue, we feel proud and enrich the learning experience, as original ideas, practical suggestions privileged to have the Interview video is undoubtedly the media of and information to help make your with Norbert Schmitt, Professor of the moment. teaching and learning more interesting Applied Linguistics at the University and effective. of Nottingham, and one of the worlds leading experts in second language We feel very honoured to have an vocabulary. Among other issues, he article in this issue by Stephen Enjoy! discusses how many words learners Krashen, the renowned linguist need to function in English, how and educational researcher who we identify the vocabulary that is introduced various influential worth focusing on for learners, and concepts and terms in the study of what it means to know a word. He second-language acquisition. In his also explains exactly what formulaic article - The End of Motivation - he language is, why it is important announces the end of motivation as a and what criteria should be used to relevant factor in language education incorporate formulaic sequences into and the end of concerns that our teaching. students just arent motivated, and In the Cover Topic - Video: The Media claims that we need to convince our students that language acquisition is Jack Scholes Of The Moment - Ben Goldstein offers compelling reasons for using video good for them and worth the effort. Editor in the classroom and explains how He points out that very few people are [email protected]
Dans cette dition, vous apprendrez les quivalences entre franais et
le vocabulaire et dcouvrirez les portugais. Avec laimable courtoisie curiosits sur le monde de la mode de notre partenaire Marie Gabrielle Leonardo S. Bandeira avec des tableaux qui montrent Bardet. Profitez-en bien! [email protected]
El artculo versa sobre la diferencia y aprendizaje de ELE. Un material a la reflexin de que hay que adaptar entre el uso de las TIC y las TAC que incorpora como novedad a su nuestra manera de ensear a la forma en el aula de espaol como lengua secuenciacin didctica el uso de de aprender de los nuevos nativos extranjera. La importancia de dotar a las TAC como apoyo y complemento digitales. las TIC de un sentido didctico y por digital al libro. Los vdeos, carteles, la lo tanto, transformarlas en TAC. plataforma virtual o el Manual de Uso Despus de analizar someramente sern algunos de los elementos que este concepto presentaremos un analizaremos en el artculo. Sara G. Tcharkhetian nuevo material para la enseanza El artculo tiene como objetivo llegar [email protected]
New Ro ut es Dis a l | 05 Opinies - Disal nas Redes Sociais
COMENTRIOS NO TWITTER: Raquel Sonego @raquelmaga Yasmin Bueno @yasminbuen0 As entrevistas so as melhores! Sempre quis ser professora de ingls Ler a revista me faz ver que h pessoas #euamoNR para poder ser presenteada com a capazes de fazer uma boa entrevista revista NR #euamoNR e matrias diferentes magnficas! BRUNO CORIOLANO @brunocoriolano #euamoNR I was surely lost, but I found #euamoNR Desde que a revista era #NewRoutes. It has undoubtly impressa, eu a amo de paixo. Sempre Desyre Holtz @DezyHoltz provided me with new ideas and quis ser professora de ingls para @disallivraria Adoro trocar ideias e connected me with the TEFL world. poder receb-la de presente assim que me sinto lendo a revista! #euamoNR
COMENTRIOS NO FACEBOOK: Envie sua opinio ou sugesto para:
twitter.com/disallivraria Beatriz Souto Fabro Borges Luci Cardoso Silva I read New Routes very frequently with Adoro a revista. Tenho a coleo www.facebook.com/disaldistribuidora my English students and Ive always impressa e agora on line. A disal tem www.blogdadisal.blogspot.com.br admired its structure! um diferencial de atendimento e um suporte ao professor muito legal.
POR QUE EU LEIO A NEW ROUTES
Ive been reading New Routes for to my becoming a blogger and, more as long as I can remember, and it recently and again thanks to Disal has had a tremendous impact on an author-to-be. my career and on the teacher I am today. The democratic nature of the Regardless of how busy we get magazine anyone in the ELT world with teaching and with life, taking can contribute an article! means the time to stop and read every we have the opportunity, with every article when every new issue of New new issue, to find out what is going Routes comes out is something I on in classrooms the world over, will always cherish. learn cutting edge techniques and ideas, get to know modern classroom I wish Disal and everyone at New materials and technologies, and Routes a very happy new year much, much more. and lots of success. And many new issues of New Routes , of course! On a more personal note and in keeping with what I said above, about Higor Cavalcante is a teacher and how democratic a magazine it is teacher educator based in So Paulo, New Routes was where I published Brazil. He is currently the Second What a pleasure to have been asked my very first article, some seven or Vice-President of the Braz-TESOL to write few words about one of the so years ago. That article (having it and his first book on language most incredible ELT magazines in published, that is) was a huge first development for English teachers is the world! step for me, one that eventually led coming out later this year.
06 | New Ro u t e s D is a l COMO APERFEIOAR O SEU INGLS
INGLS DE RUA American Slang, o ingls de rua, o ingls coloquial, ainda pouco ensinado nas escolas e que nos faz falta no momento de interagir no idioma de forma natural e eficaz. As grias e os termos coloquiais usados pelos americanos.
AC O M PA UM NHA G LO SS POR RIO TUG US ING LS
PRXIMO LANAMENTO DE JOS ROBERTO IGREJA e JONATHAN T. HOGAN
Phrasal VERBS COMO FALAR INGLS COMO UM AMERICANO
WWW.DISALEDITORA.COM.BR News
CAMPANHA - CALENDRIO DE EVENTOS DISAL!
ESTUDE NO CANAD DE GRAA! Chega ao fim e com grande sucesso o evento da Disal de setembro, outubro e novembro de 2014. E novamente contamos com a presena de timos palestrantes , pblico engajado e sempre em busca de conhecimento e novidades. Nesta edio, foi realizada a campanha Estude no Canad de graa, em parceria com a agncia This Way Intercmbios. Para participar do sorteio final deste ltimo evento, mais uma regra foi adicionada: a cada semana do evento, a This Way Intercmbios postava em sua pgina do Facebook uma letra aleatria e, ao final da campanha, o participante que obtivesse a maior participao nas palestras e respondesse corretamente a pergunta Qual a palavra formada anunciada na pgina da This Way Intercmbios? estaria na final para concorrer ao prmio. Dessa vez, tivemos cinco finalistas e o vitorioso desse incrvel prmio foi Michael F. Driscoll. O participante aceitou com muita alegria o prmio de quatro semanas de curso na General English, The Language Gallery, localizada em Toronto, Canad. Clique na imagem e veja o depoimento do ganhador desse incrvel prmio. Confira a nova programao do Calendrio de eventos na pg. 43! Ganhador da Campanha" Estude no Canad de graa!"
ESPANHOL MI VIDA PROFESIONAL - (SARA TCHARKHETIAN - ASESORA DIDCTICA DISAL / EDELSA) Empec a trabajar con la Editorial Edelsa de Espaa como Asesora verdadero Best Seller en el mundo de E/LE. Con el xito del VEN en Didctica en Brasil en abril de 1993. Diez aos despus, en 2003 Edelsa lanza el NUEVO VEN y en 2014 ofrece VENTE. noviembre de 2003, en la empresa Disal Distribuidora de Livros, Representante Exclusivo para todo Brasil . Los mtodos ms recientes para escuelas de idiomas y colegios son : Colega para los ms chiquitos (6 a 10 aos), Cdigo ELE para En todos estos aos particip en varios Congresos de Espaol a los adolescentes (11 a 14 aos) y Embarque, Pasaporte y Vente (15 lo largo de todo Brasil; tuve la oportunidad de conocer a muchos aos en adelante) Algunas de las escuelas de idiomas y colegios que profesores con los que pude compartir experiencias, hice muchos adoptan nuestros libros: Colegio Porto Seguro, Colegio Petrpolis, talleres y formaciones en colegios y escuelas de idiomas, en los Colegio Augusto Laranja, Colegio Divina Providencia (Jundia), que di soporte sobre nuestros mtodos adoptados. Son amistades Liceu Albert Sabin (Ribeiro Preto) , Colegio Provincia de So Pedro profesionales de mucho valor. Trabajar para una editorial tan (Porto Alegre ), SENAC , entre otros. Estoy siempre a disposicin, importante como Edelsa me dio la posibilidad de aprender mucho para todos los profesores que quieran conocer nuestros mtodos, sobre libros didcticos, pero, lo ms importante, fue conseguir pueden combinar conmigo una visita contactndome por telfono contemplar las necesidades de los profesores, tanto con las o por e-mail. formaciones sobre los mtodos como con muestras gratuitas. EDELSA, la editorial Espaola pionera en la implantacin de las Lo que ms me gusta de trabajar con Edelsa es la importancia Nuevas Tecnologas en sus mtodos de E/LE (libros On-line, que le da al profesor mandando dos veces por ao autores para plataforma Moodle, libros digitalizados) para todos los soportes: impartir talleres. Lo hacemos por varias capitales de todo Brasil. tablete, iphone, ordenador, etc. Espero que nuestros contactos Tambin me brindan un soporte total a m, para poder dar la mejor sean provechosos, dinmicos y satisfactorios. Para m, siempre lo atencin posible a los profesores; eso me da confianza, la que les son. Es un renovarse da a da. transmito a los profesores a la hora de decidir una adopcin con criterio y tranquilidad del trabajo hecho a conciencia. Edelsa se fund en 1986 como una Oficina de Representacin en Espaa del grupo escolar francs Hatier. En 1988 Edelsa compr una incipiente editorial espaola , EDI 6 ,dedicada al Espaol como Lengua Extranjera, en cuyo catlogo se encontraba el famoso curso comunicativo de Espaol en libros tales como: Para Empezar, Esto funciona. Desde ese momento Edelsa, con definitiva vocacin de Editor especializada en el campo de E/LE, empieza a desarrollar un importante catlogo. El primer mtodo comunicativo editado fue el VEN, libro ms vendido en Brasil y en el mundo, un
[email protected] 08 | New Ro u t e s D is a l Sara Tcharkhetian - apoioped.espanh News
LANAMENTO DISAL EDITORA
A HISTRIA DA CAA DE BALEIAS NO BRASIL O lanamento do livro A caa de baleias no Brasil: De peixe real a iguaria japonesa foi realizado na Livraria Leitura do Shopping Center Manara,, Joo Pessoa, no dia 5 de dezembro de 2014. Um dos coautores, William Edmundson,, participou do evento organizado pela Disal Editora e Livraria Leitura, que contou com uma sesso de autgrafos e um bate-papo sobre o trabalho com bilogos e acadmicos da rea. Durante as duas horas do evento, estiveram presentes cerca ra Shopping Mana de 50 pessoas, incluindo representantes da comunidade de Livraria Leitura Costinha-PB (onde existiu uma estao baleeira at 1985), o diretor do zoolgico de Joo Pessoa, jovens historiadores, Reser ve agora mesmo, professores da UFPB e do IFPB, bem como pesquisadores clique aqui! universitrios de Pernambuco e da Bahia.
NEW BOOK: INGLS DE RUA - AMERICAN SLANG
Im thrilled to announce that my We had a lot of fun writing this book! brand-new book with American Check out some other common terms coauthor Robert C. Young is out! This used on a daily basis by Americans new work is packed with up-to-date that you can expect to find in this and usual slang words/colloquial new work: give someone a heads- terms used by Americans in everyday up; the new black; what the fuck; conversation. break bad; cut the crap; flip the bird; Heres a sample: chain-smoke; badmouth; go with the flow; a no-no; selfie (Over 600 slang words/colloquial expressions) 317 pages of real English and Jos Roberto Igreja fun like youve never seen before. A great book to stay current with what Americans are saying these days. We hope you get a kick out of it! Reser ve agora mesmo,
Jos Roberto A. Igreja clique aqui!
FILIAL DISAL DISAL PINHEIROS DE CARA NOVA A loja ganhou uma confortvel rea destinada leitura e um espao para encontros e palestras, sempre buscando um atendimento aos clientes cada vez melhor. Aguardamos sua visita!
Loja de pinh eiros veja como chegar
Fachada New Ro ut es Dis a l | 09 Interview with Norbert Schmitt by Jack Scholes
NORBERT SCHMITT
JS: Could you please tell us a little bit first about your vocabulary in reading texts and listening passages. You background, and your main areas of interest? dont have to know every word. Sometimes we can skip a word and dont lose any meaning, but sometimes we NS: I started my career quite late, as a lot of applied have to guess meaning from context. So the research linguists do. When I was 32, I decided I wanted a change in seems to show that if you know 95-98% of the words, life and I wanted to travel, so I went to Japan without any youre normally able to get the meaning. What does that teaching experience or any real knowledge, and basically mean in terms of the vocabulary size you need? Our best learned on my feet, and I ended up really liking it. So I estimates now are you need 8,000-9,000 word families to did a Masters at the Osaka branch of Temple University. be able to read a wide variety of texts. For speaking and It was during the bubble economy in Japan so they were listening, speech is less dense than written discourse, so able to bring in all the big names. There was a monthly 2,000 or 3,000 word families will get you a long ways in visiting speaker. It was the most fabulous place in the everyday conversation. world. At some point when I had finished my Masters, I started becoming interested in vocabulary. I just fell in JS: The English language is estimated to have between love with it and the questions of how people learn words one and two million word forms. How do we even begin and phrases. to identify the vocabulary that is worth focusing on for learners? JS: You specialize in vocabulary. Do we know how many words learners need to function in English? NS: Thats a really good question because nobody knows all the words in English. Native speakers dont know them. NS: Yes, we have a rough idea, but the correct answer The best tool we have is frequency. We can look at how to any applied linguistics question is: It depends. With often words occur. High frequency words like table, look, productive vocabulary, its really hard to tell. If youre and love occur over and over again because we need them speaking and you dont know a word, you can paraphrase, a lot. you can somehow get around it. So people can have strategies for getting meaning across even if they dont JS: Many writers and publishers focus on the 2,000 or know the best word. People who are good at that will 3,000 words that are the most frequent according to require fewer words and people who are not so good corpora. Is this the most effective way? might just get stumped. With receptive vocabulary we have a better idea, because we can analyze the range of NS: Thats the best way we have. Its not perfect. Just
10 | New Ro u t e s D is a l Interview with Norbert Schmitt by Jack Scholes
because a word is in the 2,000 or 3,000 word list doesnt that weve already studied. Its really difficult for teachers mean that everybody uses it all the time, but the to recycle enough in the classroom, so maximizing probability is that for most people, most of the time, exposure outside the classroom is key. We can do this these high-frequency words will be useful, and will by extensive reading, watching TV, anything that gives probably be useful for anybody learning English because more exposure, in different contexts that will enhance or these are about everyday, basic ideas. From about 3,000- elaborate the meanings of the words that students have 5,000 words, you get into common mid-frequency words. started learning in the classroom. Theyre not going to come up all the time, but theyre really useful. Beyond that, maybe from about 5,000-10,000, JS: What about extensive reading and graded readers? these are still useful mid-frequency words, like brandy, which will only be useful if youre feeling like a nice drink NS: Extensive reading is really valuable to give more in the evening, but that happens sometimes, doesnt it? repetition and seeing the words in different contexts. One thing many teachers and programmers forget about is JS: What does it mean to know a word? Does greater that its not just about learning more words. Its also about vocabulary size relate to greater depth of vocabulary enhancing words you already know. Im a vocabulary guy knowledge? so I look at it from a vocabulary standpoint and I know that extensive reading really helps vocabulary learning, but NS: Yes it does. One of the things that its important to whats really sweet about it, is that it helps all of language realize when we talk about vocabulary size is that were learning. Of course, it helps your reading, it helps you actually measuring it in some way. Every measurement become more familiar with grammar, to understand how we have is in some way a depth measurement. So, are we English is structured for pragmatic purposes. So extensive going to measure size in terms of how many words you reading is probably the best value way of enhancing your can recognize and understand the meaning of? Thats one learning beyond what you get in the classroom, in a very way to measure it. But we could also measure it by asking enjoyable way. Everybody needs learning beyond the how many words you can use in a sentence with the right classroom and extensive reading is a really valuable way collocations and very appropriately. That would also be of doing that. size, but it would be many fewer words. So depth and size are absolutely related because however we measure size, JS: Could you please explain exactly what formulaic theres going to be depth. From my own research what Ive language is, and why it is important? found is that for the high frequency words you typically know a lot about them because you see them a lot. For NS: Very simply, formulaic language is vocabulary that has low frequency words maybe all you know is the meaning, a meaning, but that meaning is attached to more than one but maybe you cant pronounce them right, maybe you word. For example, lets take the idea of dying. How can dont know the right collocations, maybe you cant use we express that meaning? We can use a single word die, them appropriately. Its much less likely that youre going we can have a sort of euphemism pass away. That still to have full mastery. means die, but there are two words, so thats formulaic language. Kick the bucket would be an expression, thats JS: Could you please explain the difference between three words, but theyre not three separate words really. incidental learning and explicit intentional learning, and They look like it, but theyre really one word that has one what each adds to vocabulary knowledge? meaning - to die. So formulaic language is multi-word units that have a single meaning. For me, formulaic language is NS: Think about learning a language in your mother the umbrella term for this idea, but there are different tongue. Its almost all incidental. Children in their first categories, like collocations, phrasal verbs, and idioms. language learn almost totally incidentally. At school, children learn the written form for words they already When we do research we find that somewhere between know orally. When it comes to second language learning, 25-50% of language is actually formulaic language. So we we need both incidental and explicit learning. Incidental need to get away from the idea that language is individual learning does help, but it is slow, not very sure, and vocabulary words that are held together with grammar. you can forget quite easily. For mother tongue learning, Some scholars estimate that native speakers know as theres so much exposure, so much repetition, that its many formulaic sequences as they do individual words, always reinforced. and I think they are probably right.
Explicit learning is stronger, more powerful, just because JS: What criteria should be used to incorporate formulaic youre focusing on the words. The problem is you cant sequences into teaching? study every word. The punchline for me is we need both. Explicit instruction focusing on the most useful words is NS: The honest answer is, I dont really know. We know necessary, and then we need to have lots of incidental that formulaic language is important, but were still trying learning to reinforce and learn more about those words to figure the pedagogy out. Were at the point where we
New Ro ut es Dis a l | 11 Interview with Norbert Schmitt by Jack Scholes
know that formulaic sequences exist and that theyre pencil thats pretty clear. Students probably will be important and were starting to describe what they are, able to guess that, so maybe we dont need to teach that but were not at the point yet that we can make very clear meaning sense. But how about might as well? What does statements or give clear help to the teachers about what that mean? You cant really figure it out from the three to do. At the moment, the best I can do is to say that we words. We might as well get married next week. This is need to make students aware that vocabulary is not just something you actually have to study. So what we did was individual words and maybe teach prototypical examples. we took the highest frequency multi-word units that were I think the main way of looking at it is meaning-based. If not transparent, non-guessable and we built a list of 505 we want to teach students how to say certain things, in formulaic sequences. Since they had a special definition many cases those will be formulaic sequences. So maybe based around frequency and opaque meaning, we had instead of teaching collocations as if they were just two to find a new name for that so we called them PHRASal words added up, like A+B, if we want to teach the idea Expressions, or PHRASE for short. The PHRASE List is that I want coffee with nothing in it, instead of teaching available on my website where you can download it for coffee and then the adjective black to go with it, we just free. This is the first step toward giving teachers some teach black coffee as a single chunk to express that idea. help in deciding which formulaic sequences are most So start teaching some multi-word units the same way as valuable to teach. Its not the only list. Its not the perfect individual vocabulary. list, but we feel like its a good start for teachers who want to include this in their classroom, but really dont have JS: Can we rely on incidental acquisition of formulaic any idea how to proceed. language or does it require targeted teaching? JS: What do you enjoy most about your job? NS: Incidental learning does help and thats one reason why extensive reading, for example, is really important, NS: Two things I enjoy most. First is I really enjoy because youre going to get exposed to these collocations research and writing. The second is mentoring my PhD and formulaic sequences in a way that we cant really students. Ive got world class PhD students who are going address in an instructed manner. So probably the best to be the next generation of vocabulary researchers. I way is to encourage massive exposure. As we begin to learn as much from them as they learn from me. Its a real understand the learning of formulaic sequences better, collaboration. Ive seen some of my former students going we might be able to develop a more explicit, targeted out and becoming established names and are already teaching approach, but at the moment we dont really very influential, so its a real pleasure to mentor these have it. future stars and help them get a quick start and see them take on their own PhD students. Now I have academic JS: Could you please explain the selection framework grandchildren, my students students. Thats what I get based on frequency and transparency suggested by you most pleasure from. and Ron Martinez?
NS: I mentioned that were struggling with actually how
to give teachers help. So my former PhD student, Ron Martinez, and I tried to take a really practical approach. We cant teach all formulaic sequences, but which ones might be most useful for students? Frequency is important because formulaic sequences come up all the time. But theyre still too many. So how are we going to make the list smaller so that teachers could teach it? And so we came upon the idea of transparency. If its a collocation, for example like pick up pick up your
The interviewee
Norbert Schmitt is Professor of Applied Linguistics at the University of Nottingham. He is interested in all aspects of second language vocabulary and has lectured and published widely on this topic, including 8 books, and more than 50 research articles. This includes the best-selling textbook on academic vocabulary entitled Focus on Vocabulary: Mastering the Academic Wordlist by Pearson Press, co-authored with his wife, Diane Schmitt. His personal website (www.norbertschmitt.co.uk) provides many research and teaching resources, including vocabulary wordlists and tests. It also includes most of his research articles available for free download.
12 | New Ro u t e s D is a l Fevereiro Estude nos EUA de graa! Maro Abril
Comece bem Participe das palestras ministradas
em 2015!! na Disal-Matriz! Amplie seu conhecimento!
> Veja programao no site: www.disal.com.br/eventos
ATENO: Estude nos Estados Unidos de graa!* Quer estudar nos Estados Unidos de graa? A Disal, em parceria com a World Study, leva voc! *Consulte o regulamento e saiba como participar. No perca esta chance, inscreva-se!: www.disal.com.br/eventos
Realizao: Apoio: Parceiros:
Cover Topic by Ben Goldstein
VIDEO: THE MEDIA OF THE MOMENT
Exploiting and creating video
It takes you into another world. Its clear that most language teachers believe that using Its a window on the world. video is a good idea but why do they think this? When I It encourages intercultural awareness and critical was in the preparation stages for my new book Language thinking. Visual stimuli is processed faster in the brain Learning with Digital Video (Cambridge University than text. Press, 2015, co-authored with Paul Driver), I conducted Being visually literate, knowing how to process visual a series of interviews with teachers on the subject of data is an increasingly necessary skill these days. video; the following reasons were frequently given for Authentic videos provide an enormous amount of using it in the language classroom: cultural information economically. We can take in so much more information if it is Its dynamic, and its what our learners are watching presented visually or in combination with text. outside class. Video is a powerful motivational tool for learners.
14 | New Ro u t e s D is a l by Ben Goldstein Cover Topic
I would agree with all of these statements but the way this relationship is played out online. interesting thing about them is they see video very much from the point of view of its exploitation Indeed, it seems clear that the digital age is transforming potential. However, taking up that last point, how much the way we read. Consider a website that you visit more motivational if the learners produce the videos regularly, for example your daily newspaper, think about themselves? It then occurred to me that a book on this how its homepage has changed in the last five or ten subject at the present time should be divided fairly years. Youll see that video has taken on a much more equally into Video Exploitation and Video Creation. This important role in the way this information is transmitted is especially important since YouTube and other sites online. These technological advances also offer us new and platforms have blurred the divide between creator ways to combine language with other symbol systems and viewer; nowadays we are all users. The plethora of and modalities on the same page. On the Internet, you self-made or self-edited videos on such sites show how may be alerted to the presence of video by a play icon we can manipulate and select what we want, when we or a flashing camera symbol on the home page of your want it. If we are then not happy with the result, we digital newspaper, for example. simply record and upload our own version. However, the Internet does not serve only as a way To the above list made by teachers, I would add the of retransmitting familiar formats, as a new delivery following: mechanism for old media. As Frank Rose has said, a new (Some of the ideas here come from research found at multi-modal narrative form is emerging: The Internet is http://serc.carleton.edu/sp/library/media/why.html) the first medium that can act like all media it can be text, or audio, or video, or all of the above. It is non-linear * Visual media helps students retain concepts and ideas ... it is inherently participatory and often game-like, and thats designed above all to be immersive. This is deep * Video can play an important role in new learning media. (2011) environments that feature increased student interaction and student-generated content (e.g. students making At the same time, text accompanies video in many their own videos) different ways in these online environments. For example, what would You Tube be without all the * The familiarity and appeal of the video format (present comments and surrounding text? Although some in leisure contexts such as YouTube) can help engage of these written contributions are boring or even and motivate learners and maintain their interest. offensive, many others enhance our understanding and appreciation of the video. More importantly, they allow * Visual literacy is a key skill to develop in the digital new online communities and affinity groups to emerge age. Learners may require it in many walks of life not often via English, the Internets lingua franca. They are just language learning. They will see it impact on their also interesting as texts in themselves because they studies in general. include symbols, which refer specifically to the video clip, such as a quotation or a specific time reference. Video and text In the past, we wouldnt have understood a piece of shorthand such as LOL 2.46 *hair flick* but watching As video is so all-pervasive these days, there are the video alongside this, we can conjecture that this arguments in favour of exploiting the medium purely comment means I thought the moment that the for its visual stimulus. I have a lot of sympathy with person flicked his/her hair back at 2.46 minutes was this notion since removing the issue of listening really funny! comprehension means that you can use the same piece of video material at different levels. Instead of grading Simultaneous viewing & reading the visual content, you simply grade the corresponding tasks. However, I feel it would be wrong to dispense Another important change is that nowadays we can read with the idea of working with text alongside video. In these short texts at the same time as we view the clips. fact, I believe it is precisely the relationship between People are increasingly accustomed to multi-tasking in the visual image and the written word (its multi- this way, to switching from one discourse to another modality) which is so fascinating, especially in the and to be watching and interacting with other viewers
New Ro ut es Dis a l | 15 Cover Topic by Ben Goldstein
at the same time. This has implications for preparing lectures these days are frequently animated to bring to materials with video. There are now platforms and life what would be a static oral text. Once again, the programs which enable you to show a video sequence combination of word and image (the multi-modal nature and the students to answer questions simultaneously of the text) is what appeals to us and keeps our attention. on the same screen, making the viewing experience In the above examples, cognitively challenging texts much more interactive and immersive. These questions are made accessible and more enjoyable by the use of can be time-linked so that students know exactly when video, which provides vital support to comprehension. to answer them (e.g. one such platform is Educanon: www.educanon.com). From a practical point of view, So, returning to the issue of videos impact on how this means that video can be integrated increasingly we read today, I think we could add some other bullet into other language work in and outside the classroom points to the equation (some of these points can be and not considered as a separate entity, which it still found at: www.education.com/reference/article/what- so often is. impact-technology-learning/)
Likewise, there are an increasing number of tools * Video can provide contextual information and which make the viewing and learning experience comprehension scaffolds to guide and support an more dynamic. Lyrics Training (http://lyricstraining. individuals reading. com/) is another site which allows learners to watch a music video and complete the lyrics at the same time. * Multimedia presentations (video, images, sound, text) If learners make a mistake, the video stops until they can create stronger memory links than text alone. In get the lyrics right. Like many digital tools, the instant addition, digital technologies allow instant playbacks, gratification that this tool brings has major implications so memory can be refreshed at once. for the classroom. If learners can do this so easily and efficiently on their own at home - why waste time filling * Digital reading materials can be hyperlinked to in gaps in the classroom? This suggests to me that we different media (including video), which students can should be working with established genres (such as the choose to help their comprehension of the material. music video) in different ways in class. For example, we could ask learners to read the lyrics and then visualize The same thing is happening with genres specifically their own images for the accompanying music video. related to language learning. For example, language They then watch the clip and compare. Likewise, we coursebooks such as Cambridges new secondary can compare different video versions of the same song, course Eyes Open / Uncover has video (from Discovery analyse mash-ups or study literal music videos a Education) fully integrated into its methodology. Many parody of an official music video clip in which the lyrics publishers also have associated platforms in which have been replaced with those that describe the visuals video is embedded and, of course, their own YouTube in the video. Channels. One advantage of this is that formal work is given an informal or fun quality by being made available New genres on a platform or site that learners associate with leisure activities. Literal music videos and mash-ups are just two examples of the new video genres we can find online One particular genre which is being reinvented thanks in which text and visual image combine in different, to the digital age is the graded reader. For example, the unexpected ways. This can be seen in the use of kinetic Cambridge Discovery Education Interactive Readers typography (the technical term for moving text) in include embedded video, audio and interactive which the text is presented in a dynamic way using exercises for both self-study and classroom use. illustration to transmit a certain concept or emotion. These are available in the format that you feel most This leads to the creation of new genres such as visual comfortable with, in print with an access code, 100% or poetry in which a combination of word and image via a downloadable app. enhance comprehension of a poetic text. Likewise,
16 | New Ro u t e s D is a l by Ben Goldstein Cover Topic
Of course, not all readers possess associated video but
this is easily solved. Simply do a search on YouTube or other platforms such as Vimeo (https://vimeo.com/) under a relevant tag. For example, you could check out clips which introduce the topic you are tackling in a text to raise interest before reading. Likewise, after working with the reader, you could search for clips which consolidate the input that students have already seen. This works particularly well when a topic is all- encompassing and there are lots of possible angles that you could explore.
Most of us are now accustomed to reading and viewing
information at the same time, so be on the look out for opportunities to enhance any text-driven work with video this will motivate your learners and enrich the learning experience, as video is undoubtedly the media of the moment.
Bibliography
Ben Goldstein & Paul Driver (2015) Language Learning
with Digital Video, Cambridge. BenGoldstein & Ceri Jones (2015) Uncover / Eyes Open, Cambridge. Cambridge Discovery Education Interactive readers www.cambridge.org/discoveryreaders Rose, F. (2011) The Art of Immersion, Norton. Links: http://serc.carleton.edu/sp/library/media/why.html www.education.com/reference/article/what-impact- technology-learning
The author
Ben is a teacher, teacher trainer and materials writer. He has taught English for over twenty years in the UK, Spain and Hong Kong. He currently teaches on The New Schools online MATESOL program (New York). He has published the new secondary level series Uncover / Eyes Open, as well as English Unlimited Advanced and the teachers methodology handbooks Working with Images and Language Learning with Digital Video (with Paul Driver) all published by Cambridge University Press. He also published two adult coursebook series for Richmond: New Framework and The Big Picture. Visual literacy and identity and language learning are among his interests. www.bengoldstein.es / www.digitalv.net
New Ro ut es Dis a l | 17 Talleres Edelsa Disal 2015 Estrategias de induccin en la enseanza de la gramtica de Espaol como lengua extranjera.
Fecha: 20/03/2015 - Horario: 14:00 ~ 17:00hs
Direccin: Disal Higienpolis - Rua Maria Antnia, 380 - Cep 01222-010 - So Paulo Telfono: 11 3256-7293 / 3256-0264 Inscripciones: [email protected] | 3226-3100 Por favor, es muy importante que envie su confirmacin por e-mail, con nombre completo, telfono y nmero de cpf. Sortearemos el libro Gramtica en Contexto y al final del evento todos recibirn el certificado de participacon. Los esperamos!
La induccin en el abordaje de los contenidos gramaticales est orientada al descubrimiento y a la construccin de una explicacin sobre el funcionamiento de formas y estructuras, a partir de la observacin y reflexin de muestras de lengua contextualizadas. En este taller profundizaremos sobre la induccin en la enseanza de lenguas extranjeras (teora y prctica) y elaboraremos secuencias didcticas inductivas con los participantes.
Lorena Menn Licenciada en Letras (FESB - Bragana Paulista - SP). Tiene posgrado en Ensino de espaol para brasileiros. (PUC-SP), la maestra en Letras-Espanhol (USP-SP). Actualmente, cursa el doctorado en Letras-Espanhol (USP-SP). Es coautora de la la obra: Gramtica en contexto. Curso de gramtica para comunicar, por la editorial Edelsa.
Enrique Melone Licenciado em Letras Portugus/Espaol (UNIP - Universidade Paulista). Profesor de espaol como lengua materna y extranjera, se desempea actualmente como coordinador del Departamento de Educacin en CNA - Sede central de So Paulo. All se ocupa fundamentalmente de la capacitacin de profesores y la elaboracin de material didctico. Es coautor de la la obra: Gramtica en contexto. Curso de gramtica para comunicar, por la editorial Edelsa. by Jos Roberto A. Igreja How do you say ... in English?
BRAO DE FERRO ARM WRESTLING
Existe tambm o verbo to arm wrestle.
Confira os exemplos abaixo:
Todd is definitely the best at arm wrestling.
No one has beat him so far. Todd sem dvida o melhor no brao de ferro. Ningum ganhou dele ainda.
Nick wouldnt stand a chance if he were to
arm wrestle Josh. Nick no teria a mnima chance se disputasse um brao de ferro com o Josh.
UM SOBRADO SO E SALVO PILOTO DE CORRIDA
A TWO-STORY HOUSE SAFE AND SOUND RACE CAR DRIVER
Mary lives in a two-story house at the After a bumpy flight, Jim was glad they Ayrton Senna will remain in our end of the street. had landed at the airport safe and memories as one of the best formula 1 Mary mora num sobrado no final sound. drivers of all times. da rua. Aps um voo turbulento, Jim estava Ayrton Senna permanecer em Observe que, alm de ser usado contente por terem aterrissado sos e nossas lembranas como um dos em sua acepo mais comum (de salvos no aeroporto. melhores pilotos de Frmula 1 de histria, narrativa), o substantivo todos os tempos. story tambm significa floor PR UM PONTO FINAL EM/PR Para dizer piloto de corrida, (pavimento, andar). UM FIM EM independentemente da categoria, A five-story building. PUT AND END TO o substantivo correto driver, Um prdio de cinco andares. e no pilot. Pilot usado para Its about time we put an end to all this referir-se a piloto de avio, navio e TORRAR GRANA/GASTAR TOA gossip!, said the boss at the office. nave espacial. BLOW MONEY J est na hora de colocarmos um ponto final em toda essa fofoca!, I wonder how Bill managed to blow disse o chefe no escritrio. one hundred thousand dollars in such a short time! DEIXAR CLARO Gostaria de saber como Bill MAKE IT CLEAR conseguiu torrar 100 mil dlares em to pouco tempo! Jerry made it very clear that he had no O verbo to squander (esbanjar), intention to run for any political office. menos informal, tambm pode ser Jerry deixou bem claro que no usado nesse contexto. tinha inteno de concorrer a cargo poltico algum.
O autor
Jos Roberto A. Igreja has a BA in English and Literature from PUC/SP. He is the author of Ingls Fluente em 30 Lies; Fale tudo em Ingls nos Negcios!; Como se diz em ingls?; How do you say ... in English?; Say it all in Brazilian Portuguese!; Fale Tudo em Ingls!; Fale tudo em Ingls em Viagens! and False Friends. Hes also the co-author of Ingls de Rua - American Slang; Fluent Business English; English for Job interviews!; Fale Ingls como um Americano; Phrasal Verbs and American Idioms!, all published by Disal Editora. You can check out his blog at www.faletudoemingles.com.br
New Ro ut es Dis a l | 19 Variedades
NEWSPAPER HEADLINES Many learners of English have difficulty understanding Hospitals sued by 7 foot doctors newspaper headlines. Because headlines need to be short and to the point, and attract the readers attention, they are often Police begin campaign to run down jaywalkers incomplete sentences, and they also use special rules, which are different from everyday grammar. Many words are often Miners refuse to work after death left out, replaced or simply implied. Here are a few of the most common rules of the grammar of newspaper headlines. War dims hope for peace
1. A string of three or more nouns may come together without Man kills self before shooting wife and daughter a verb. More power cuts in countryside. Something went wrong in jet crash, expert says
2. Present tenses are used for both present and past events. If strike isnt settled quickly, it may last awhile Terrorists attack village. Cold wave linked to temperatures 3. The infinitive form refers to the future. Prime Minister to visit Brazil. Couple slain; police suspect homicide
4. Auxiliary verbs are left out in passive structures. Red tape holds up new bridges Thousands killed in earthquake. Man struck by lightning: faces battery charge 5. Articles are usually left out. Man found dead in bus station. New study of obesity looks for larger test group
These different grammar rules can sometimes cause headlines Astronaut takes blame for gas in spacecraft to be ambiguous and silly. Headlines can also be accidentally hilarious. See if you and/or your students can discover why Local high school dropouts cut in half the headlines below are funny. Typhoon rips through cemetery; hundreds dead Juvenile court to try shooting defendant Missipis literacy program shows improvement Panda mating fails; veterinarian takes over Miracle cure kills fifth patient Kids make nutritious snacks
FUNNY PUNS Now try to explain these puns. A bicycle cant stand on its own because its two-tired.
He did a theatrical performance about puns. It was really just I dont trust these stairs. Theyre always up to something. a play on words. I used to have a fear of hurdles, but I got over it. I used to be a banker, but I lost interest. When a clock is hungry it goes back four seconds. Im glad I know sign language. Its pretty handy. No one knew he had a dental implant until it came out in Police were called to a daycare centre where a 3-year-old was conversation. resisting a rest.
The man survived mustard gas and pepper spray. Now hes a seasoned veteran.
20 | New Ro u t e s D is a l Variedades
EMOES NA COZINHA Focaccia pugliese fogaza pugliese
INGREDIENTES PARA A MASSA PARA 4 PESSOAS
1 tablete de fermento para po 1 batata mdia cozida 500 g de farinha de trigo 1 colher de azeite de oliva extravirgem gua o suficiente uma pitada de sal
INGREDIENTES PARA O TEMPERO
20 tomates-cereja 20 azeitonas pretas sem caroo 1 colher de azeite de oliva extravirgem de organo e sal a gosto colher ejar a , desp ra com u m a tigela ma assadei as . Em tar u arte d mates es. Un map o os to tomat ates co despej ar o ar ao mei mperar os ir o s tom im o, Lavar e co rt turar e te istrib u e, por lt orga- l. Mis sa e d eitonas hando e o sa a mas polvil da, a azeite te, es palhar r co m as az . Finalizar b em doura ta ia r de azei ma. Comple focacc estive um fio ar a ci o r ci ma da s. Q uando tes p e sal p inu to semen azeite r 45 m ho de 0C po u morn a. molhin ao forno a 20 ir quente o var . Serv no. Le t pro n ta ia es focacc
PREPARO DA MASSA Derreter o fermento em um copo de gua morna. Em uma tigela, amassar a batata ainda quente, a farinha, o azeite, uma pitada de sal e acrescentar o fermento. Misturar todos os ingredientes at obter uma massa macia. Deixar repousar por cerca de 2 horas em um lugar seco, cobrindo com um pano limpo.
Lavar e cortar ao meio os tomates. Em uma tigela, despejar a colher de
146 azeite e o sal. Misturar e temperar os tomates. Untar uma assadeira com um fio de azeite, espalhar a massa e distribuir os tomates com a parte das sementes 147 para cima. Completar com as azeitonas e, por ltimo, despejar o molhinho de azeite e sal por cima da focaccia. Finalizar polvilhando orga- no. Levar ao forno a 200C por 45 minutos. Quando estiver bem dourada, a focaccia est pronta. Servir quente ou morna.
New Ro ut es Dis a l | 21 Bilingual Education by Lyle French
BRAZIL PLAYED AN IMPORTANT
ROLE AT IMMERSION 2014 CONFERENCE The 5th International Conference on Language Immersion education to take on immersion education; it is now the Education took place at the end of October for the first fastest growing new segment in American education. time in Salt Lake City, Utah, and this year we had the Over the last five years Utah alone has opened 118 largest number of Brazilian educators in attendance. Over immersion schools teaching 25,000 students in public the last few years this event has taken place every four schools academic content in: Spanish, Portuguese, years at the University of Minnesota and was organised Chinese, French and German (adding Russian in 2016). by CARLA (Center for Advanced Research on Language Gregg Roberts, the director for World Languages and Acquisition). Now with the addition of the University of Dual Immersion for the state of Utah department of Utah, the plan is that this event will take place every two education summed it up with, Yes, America is behind years alternating between Utah and Minnesota. the world when it comes to being bilingual/multilingual. I truly believe that monolingualism is the illiteracy of the The event this year had about 600 delegates representing 21st Century and now we are trying to move forward. 22 countries and 44 states in the USA. Over 15 languages of instruction were represented at the event although the The list of invited speakers was reminiscent of the events two official languages were English and Spanish. One of held here in Brazil over the last six years and included: the reasons the event was held in Utah is because this Dr. Fred Genesee (Canada), Dr. Roy Lyster (Canada), Dr. state represents the growing movement in American Siv Bjorklund (Finland), Dr. Cristina Banfi (Argentina), Dr.
22 | New Ro u t e s D is a l by Lyle French Bilingual Education
Peeter Mehisto (Canada), Dr. Myriam Met (USA), Dr. Tara the classroom. They showed student work samples and Fortune (USA), and Dr. Diane Tedick (USA), just to mention then compared literacy development of monolingual a few. The overarching theme was mainstreaming access students in Brazil vs students in immersion schools. to multilingual communities with an emphasis on looking This was based on the work of Dr. Telma Weiz (PROFA). at which best practices allow our immersion students to They engaged participants to draw parallels between gain the most while learning content in a 2nd language. the phases of literacy of English and Portuguese and to consider what interventions are needed to ensure that Brazilian Schools Participation both languages advance.
Over ten schools from Brazil were represented at this I showed work from Escola Beit Yaacov in So Paulo on event including four presentations in the programme. how we are working to ensure that language is a focus Karen Fraser Colby de Mattos (Beacon School), Paula in all lessons, specifically during content lessons, in my Teixeira Castro (Escola do Futuro), Silvia Juhas (Aymar presentation, From theory to Practice: Form-Focused Educao e Tecnolgia) and me, Lyle French (Escola Beit Instruction in Action; A look into a Brazilian Immersion Yaacov). In addition to this there were two presentations School. This was a summary of work done in my school on the Portuguese immersion programmes in the Utah based on Dr. Roy Lysters research on form-focused and their ties to Brazil both in writing curriculum and instruction during content lessons. At my school, selecting teachers. In addition, I was asked to participate teachers have very clear language goals in content on the Literacy Development in Immersion Programs lessons and through a counter-balanced approach are panel together with Dr. Myriam Met, Dr. Michael Everson, making students aware of form, (for example used to Dr. Elisabeth Howard and Dr. Thorsten Piske to highlight during a science lesson). effective practices and promising trends in setting literacy goals for our immersion students. What Model of Immersion is Best?
Brazilian Presentations What was clear at this event, and has been evident at similar events organised here in Brazil, is that there is The presentation by Silvia Juhas was done together with no one model of immersion education, except to say Jamie Leite, director of Portuguese Immersion in Utah and that students must learn academic content in a second focused in on how to implement an authentic literacy language, and that, in the main, most schools operate programme in Portuguese immersion. This was a turning with at least 40% of the day in the instruction in the 2nd of the tables for those of us working in Brazil as we got language. Aside from this, there are many models and insight into what students in the US need in order to be ways of working with our immersion students to grant successful with Portuguese as a second language, rather them very high levels of fluency (academic and social) than the other way round for us here. What was clear in the second language. A common thread throughout all here was that in order to be successful with immersion the presentations was the fact that teachers need to be literacy, nothing can be left to chance, and that we need more aware of and systematic about student language to be systematic in our instruction. The benefits of this output during academic instruction (the fact that we are paying off in Utah as they are on the road to having are teaching science in English does not mean students excellent readers and writers in Portuguese. are thinking about and improving their 2nd language), and that teachers require more and specific training to Paula Castro and Karen Mattos presented together on develop this. English and Portuguese literacy and how integrating the two is akin to putting the puzzle together. This Save The Date: BIC (Brazilian Immersion Conference for presentation gave insight into how two different schools Educators) on September 6 and 7, 2015 at Escola Beit in So Paulo are working to ensure high standards in Yaacov in So Paulo. www.beityaacov.com.br/bic both languages at both the curricular level as well as in
The author
Mr. Lyle French is Pedagogical Director of Escola Beit Yaacov, So Paulo, Brazil. He holds a BSc & MSc in Psychology, licensure (QTS) from the UK, as well as Licenciatura em Pedagogia from Brazil. He is currently working on his second Masters (in Education) as well at the Dual Language Immersion Certificate from the University of Minnesota. He is an advocate of immersion education and loves to travel. He has travelled extensively around our world and visited all continents.
New Ro ut es Dis a l | 23 Dicas a qualidade enquanto se prepara 5. VOC! SI M, VOC!
o de respos ta: refrigerante de cola batata eixe frutas fre s fritas scas hamb s leguminos rgueres as carne ar ovos doces roz
de sua alimen car-se de inge SUCESSO tao, e sim d rir bastante al e con- imen- ntalmente, vo c NOS EXAMES ara o ar e se d deve fazer uma edicar a outr ara funcionar as coi- da melhor fo mbustvel de rm alta qualidad a. erais. Minera e, es- is que auum Enfrentar xiliaexame VOCPor m a pode ser muito estressante. COisso, MO ES
TU LEMBRE-SE DANTE importante estar em plena forma para lidar bem com isso e estar no seu melhor, fisica e mentalmente. Isso bom senso, No se trata de cortar esses itens de sua alimentao, e sim e germe de tr claro, mas, no calor do momento, fcil desemesquecer. uito til pasde igo; sarconsumi-los um mpo ecom moderao, e certificar-se de ingerir , fgado e feij Tambm uma boa ideia cuidar de si mesmo o; como social voc se e cobastantete alimentos xpque lo rado ndo energia de manaelongo prazo. parecem fun mp estar Paraort a cono moseu ir a co nsciedeve do mar, carn espiritualmente. cionuma u m melhor mentalmente, estudante. Q voc nte fazer eEstar e nono zesseu (a mmelhor ar mpausa elhor para u e ti p o e- fisicamente significa quefuvoc ncionprecisa a? p ar relaxar, a ajud-lo afi car de papo para od ar e coisasdedicar e se cuidar de seu corpo. Certifique-se de fazer exerccio fsico a outras coisas. aprender? O mas tambm vezeuma que no nfrequentemente o brcolis, m e de descansar bastante. Se sh s maiSua s fmente cil inicprecisa descansar para funcionar da melhor forma. a- u sa atividade de que voc gosta de fazer, como caminhadar is so comouo umAlimente ia seu r e ss e crebro p ro ce com combustvel de alta qualidade, ponto de par ss o a partir do ne dana do ventre, mantenha-a enquanto estiver e o im pedem de apespecialmente estudando, ticom da: qvitaminas ue tipo de ecominerais. gatMinerais ivo, e que no a suspenda. re n d auxiliam e r? a memria incluem: is as at ra p nte, import alham ante deixe odo. No de No m antede r-secomer razoavelmente bem tambm, e no ixexagere e de conem tinugorduras, acares, farinhas e estimulantes. Lecitina: encontrada na gema do ovo e germe de trigo; mlia e no fi Muitas que isolavezes, -quando estamos estressados, comemos um 25 cido flico: encontrado nas verduras, fgado e feijo; do, s monte de porcaria. Complete a fr Selnio: encontrado no atum, frutos do mar, carne e nozes ase co m 5 respostas do que isso Pode parecer que comer porcaria economiza quando tempo, (a melhor fontedifecastanha rentes: Edo par); sireconforta gnifica paratemporariamente e nos d um nimo Boro: encontrado no s nas u no aprend nozes,o b mas ser ou qualqu em tambm no er ritual que mas na verdade, a longo prazo, isso suga brcolis, mas, pras e pssegos. momentneo, eve-o a um plaa nossa energia e nos faz funcionar mais devagar, Ento, se su no superior. tantoas respostas so ve adei mentalmente quanto fisicamente. a prende bem? Para que voc firdque bem ras, socialmente, quando q importante manter- Pense um pouco sobre como voc est alimentando sua se ligado a outras pessoas durante esse ue perodo. voc No deixe mente e seu corpo. de continuar a passar um tempo com amigos e famlia e no Quais comidas e bebidas seria sensato reduzir o consumo? fique isolado, s pensando no exame. Risque os itens nesta lista que normalmente contm alto Estar bem espiritualmente depende do que isso significa teor de gordura, acar, farinha, efeito estimulante ou uma para voc! Pode ser algo religioso, seu jeito de ser ou mistura de todas essas coisas! qualquer ritual que traga-lhe consolo, lhe d a paz interior ou leve-o a um plano superior. biscoitos, bolos, caf, refrigerante de cola, batatas fritas, chocolate, batata chips, peixe, frutas frescas, hambrgueres, sorvete, nozes, massas, leguminosas, carne, arroz, gua, po, ovos, doces
Consuma alimentos de alta qualidade enquanto se
prepara para o exame. po, ovos, doces frutas frescas, hambrgueres, sorvete, nozes, massas, leguminosas, carne, arroz, gua, biscoitos, bolos, caf, refrigerante de cola, batatas fritas, chocolate, batata chips, peixe,
Sugesto de resposta:
24 | New Ro u t e s D is a l by Jack Scholes Slang
TOILETS LOO (UK) THE JOHN (US) BANHEIRO, TOALETE BANHEIRO
I need to go to the loo. Im just going to the john.
Eu preciso ir ao banheiro. Eu s vou ao banheiro.
Na gria britnica, papel higinico loo Em gria americana, diz-se tambm the paper ou loo roll. can ou the head.
No sculo XVI, bem antes da instalao TO SEE A MAN ABOUT A DOG
de banheiros nas casa inglesas, usava- DIZER QUE SE VAI SAIR, SEM QUERER se penicos. De manh cedo as pessoas CONTAR O QUE SE VAI FAZER esvaziavam os penicos, jogando o contedo pela janela, com um grito de Im just going to see a man about a dog. aviso: Gardy loo!, uma corruptela do I wont be long. francs Gardez leau!, ou seja, Cuidado S vou dar uma saidinha. No demoro. com a gua! Ao p da letra, essa expresso pitoresca Loo uma palavra tipicamente significa ver um homem sobre um britnica. Internacionalmente, fala-se cachorro e usada principalmente the toilet, the restroom ou the bathroom. quando se vai ao banheiro.
BOG (UK) TO PEE TO TINKLE
BANHEIRO, TOALETE; PRIVADA URINAR; FAZER XIXI FAZER XIXI
Im just going to the bog. I always pee a lot when I drink beer. Dont forget to tinkle before you leave. Eu s vou ao banheiro. Eu sempre fao muito xixi quando No se esquea de fazer xixi antes de bebo cerveja. ir embora. O significado original da palavra bog (pntano, lamaal) explica essa gria Usa-se tambm to have a pee ou to go Tinkle usada principalmente por ou tpica da terra da rainha Elizabeth for a pee. para crianas. II, onde, informalmente, tambm se chama papel higinico de bog paper A LEAK A SLASH (UK) ou bog roll. ATO DE URINAR O ATO DE URINAR
THE GENTS (UK) I need to take a leak. Im just going for a slash. BANHEIRO PBLICO MASCULINO Eu preciso fazer xixi. Eu s vou ao banheiro dar uma mijada.
I need to go to the gents. To leak significa deixar vazar. Em To go for a slash uma expresso Eu preciso ir ao banheiro. gria, diz-se to take a leak ou to have a deselegante, sendo normalmente leak quando se deixa vazar o lquido usada apenas por homens. Gent uma forma abreviada de do corpo, ou seja, quando se faz xixi. gentleman. O banheiro pblico para mulheres chama-se the ladies ou the ladies room. Exemplo:
Is there a ladies here?
H banheiro feminino aqui? See PromoMag Page 03
The author
Jack Scholes is the author of many books, including Slang - Grias Atuais do Ingls, Modern Slang and Slang Activity Book. He is also co-author with Jane Revell of Sucesso nos Exames. His most recent publications are Ingls Rpido and Quick Brazilian Portuguese. All published by Disal Editora. Email: [email protected]
New Ro ut es Dis a l | 25 Livros
Book Review
A HISTRIA DA CAA DE BALEIAS NO BRASIL William Edmundson e Ian Hart, Disal Editora, 2014 312 pginas
Como resgatar uma histria esquecida linguagem acessvel e um rico acervo de dspares como um adolescente gacho em um pas com to pouca memria, raras imagens, eles nos guiam atravs e um Almirante Vice-Chefe das Foras seja histrica ou recente, como o do surgimento das primeiras estaes Armadas uniram-se para fortalecer o Brasil? Foi este o desafio que os baleeiras na costa, denominadas movimento Salvem as baleias! no pas. historiadores William Edmundson e armaes durante o Brasil colonial, neste movimento que repousa o Ian Hart enfrentaram ao pesquisar e da modernizao da atividade no germe de projetos como o Baleia uma atividade que, apesar de abranger incio do sculo XX, quando imigrantes Franca, Baleia Jubarte e Monitoramento mais de 380 anos da histria brasileira, britnicos e holandeses, com uma de Baleias por Satlite, que se dedicam permanece negligenciada nas escolas pequena ajuda de mos norueguesas, pesquisa e conservao dessas e distante da mente do cidado substituram os barcos a remo e vela espcies nos dias atuais e dos quais comum. Tal fato nada menos do que com arpes manuais por navios a boa parte da informao sobre a surpreendente quando constatamos motor com canhes que disparavam biologia destas disponvel no livro que esta atividade a caa s baleias arpes explosivos. se origina. Em um ano onde o Brasil chegou a ser um poderoso lobby O uso de tais tcnicas atingiu seu auge comemora a sada da baleia-jubarte do governo, estreitando as relaes com a chegada dos japoneses nas um dos alvos favoritos dos baleeiros Brasil-Japo, e uma importante atrao estaes localizadas nos litorais da no passado da Lista Vermelha de turstica, responsvel at mesmo por Paraba e Rio de Janeiro, que trouxeram Espcies Ameaadas, a prodigiosa obra fomentar a criao de linhas areas. tambm inusitadas estratgias de de Edmundson e Hart serve como uma No entanto, isso apenas uma nfima marketing pelo consumo de carne prova dos avanos pela conservao da amostra das preciosidades que o livro de baleia e o inacreditvel caso do biodiversidade que somos capazes de A histria da caa de baleias no Brasil: arpoador que, at se aposentar, matou fazer quando aliamos o conhecimento De peixe real a iguaria japonesa traz 30.000 baleias e errou apenas 1 tiro ao cientfico educao do pblico. Quem tona, vindas das profundezas de um longo da sua carreira. Destas histrias sabe, ao ficarmos alertas quanto aos vasto mar de arquivos, bibliotecas, ora prosaicas e s vezes bizarras da erros do passado, possamos estar museus, revistas antigas e conversas explorao das baleias, os autores mais inspirados e esperanosos para com especialistas de renome, fruto passam mudana de conscincia da enfrentar os desafios ambientais ainda de uma pesquisa sem igual feita por populao brasileira com relao a maiores da atualidade e os que, por Edmundson e Hart no Brasil, Reino estes animais, num momento quando ventura ou no, o futuro traga. Unido, Noruega e Estados Unidos. Com personagens aparentemente to
Autor da resenha
Igor Morais bilogo formado na Universidade Federal de Pernambuco e Mestre em zoologia pela Universidade Estadual de Santa Cruz em Ilhus, no sul da Bahia. Durante o mestrado, desenvolvido em parceria com o National Marine Mammal Laboratory da NOAA, em Seattle (Estados Unidos), realizou uma avaliao indita da populao reprodutiva de baleias-jubarte da costa brasileira ao incluir, pela primeira vez, os dados de capturas dos baleeiros no sculo XIX. pesquisador colaborador do Projeto de Monitoramento de Baleias por Satlite e membro do Comit de Bem-Estar Animal da Sociedade de Zoolgicos e Aqurios do Brasil.
26 | New Ro u t e s D is a l Livros
Eu Recomendo
CREATIVE WRITING W ith re a d y -to -u s e a c tiv itie s th a t c a n b e re fe re n c e te a c h e r s g u id e a t th e e n d o f th e e a s ily a d a p te d to b e u s e d w ith d iffe re n t a g e b o o k a im s a t h e lp in g te a c h e rs c h o o s e th e g r o u p s a n d l e v e l s , Creative Writing b r i n g s m o s t s u ita b le a c tiv ity fo r th e ir le a rn e rs a fre s h lo o k to w ritin g le s s o n s . W ith s im p le b a s e d o n th e ir le v e ls a n d o n h o w m u c h y e t in n o v a tiv e a c tiv itie s , te a c h e rs c a n a d d tim e c a n b e d e d ic a te d fo r th e a c tiv ity in th e v a rie ty to th e ir le s s o n s a n d p ro v id e le a rn e rs l e s s o n . Creative Writing i s c e r t a i n l y a g o o d w ith th e o p p o rtu n ity to d e v e lo p th e ir c h o ic e fo r th a t e x tra fu n e le m e n t le a rn e rs w ritin g s k ills in a v e ry c re a tiv e fa s h io n . lo o k fo r in w ritin g le s s o n s . W h e th e r te a c h e rs w a n t a fu ll w ritin g le s s o n o r s im p ly h a v e a w ritin g a c tiv ity u p th e ir s l e e v e , Creative Writing m e e t s b o t h n e e d s . O rg a n iz e d in s e v e n d iffe re n t s e c tio n s , a ll a c tiv itie s b rin g d e ta ils re g a rd in g th e s u g g e s te d le v e l in w h ic h th e y c o u ld b e u s e d , h o w lo n g th e y la s t, m a te ria ls n e e d e d a n d a lis t o f p ro c e d u re s a n d p o s s ib le a d a p ta tio n s fo r th e im p le m e n ta tio n o f Catarina Pontes th e ta s k . H ig h e r o rd e r th in k in g s k ills a re Coordenadora Acadmica e n c o u ra g e d th ro u g h o u t th e m a te ria l in Frank, C. & Rinvolucri, M. Cultura Inglesa a n a tte m p t to h a v e le a rn e rs th in k m o re Helbling Languages, 2007 www.culturainglesasp.com.br c ritic a lly a b o u t th e ir p ro d u c tio n s . A q u ic k - 128 pginas
Sugestes da Disal
CAMBRIDGE ENGLISH MINI INGLS DE RUA POLLYANNA, LEVEL 4
DICTIONARY - 2ND Editora: Disal Editora Editora: Pearson Editora: Cambridge Autor: Jos Roberto A. Igreja, Autor: Coleen Degnan-Veness Pginas: 504 Robert C. Young Pginas: 24 Pginas: 317
New Ro ut es Dis a l | 27 Article by Stephen Krashen
THE END OF MOTIVATION
I announce in this paper the end of motivation as a so compelling that the acquirer is not even aware that it is relevant factor in language education. I announce in this being delivered in another language. paper the end of concerns that our students just arent motivated,and claims that we need to convince our Jack students that language acquisition is good for them and worth the effort. Here is the case history that started my thinking in this direction (Lao and Krashen, 2008). Jack was a student in Few people are like us a summer Mandarin program organized by Christy Lao in the San Francisco area. The program was aimed at children First, it needs to be pointed out that very few people are like in families who immigrated from Mandarin-speaking areas us, interested in language for its own sake. Very few people and children who had participated in Mandarin immersion take the pleasure that we do in understanding and using programs who spoke Mandarin as a second language. another language, let alone the pleasure of successfully monitoring a consciously-learned rule. We are, I suspect, a Jack was 12, had been in the US for about four years, fringe group. and was clearly loosing his Mandarin proficiency. And he was not interested in improving. After a while, he decided I hypothesize that for most people, motivation plays no to leave the program. The program director gave Jack a role in successful language acquisition. Rather, language few books in Mandarin to take home from her collection: acquisition is the result of doing something else: It is Among them was an illustrated book, The Stories of A Fan the result of obtaining truly interesting, or compelling Ti (title translated into English). compehensible input. When this happens, our focus is NOT on improving in another language: Our focus is on Jack loved it. It was a little above his level, so he asked his the message. In fact, it can be hypothesized that language mother to read it to him. The program director loaned Jack acquisition occurs most efficiently when the message is more books from the A Fan Ti series, and Daniels mother
28 | New Ro u t e s D is a l by Stephen Krashen Article
read him two to five books a day. Eventually they made a when they were young. All learned to read very late: Eleven deal: Jack washed dishes while his mother read to him. of the fomer dyslexics learned to read between ages ten and twelve and one did not learn to read until grade 12. All Here is the crucial part: Jacks Mandarin was improving, but learned to read quite well. In fact, nine published creative he was not aware of it. He was only interested in the stories. or scholarly works and one won a Nobel Prize.
Paul Compelling comprehensible reading was the path for all
of them: As children, each had a passionate personal Since learning about Jack, I have come across many similar interest, a burning desire to know more about a discipline cases: What they have in common is successful language that required reading. Spurred by this passionate interest, acquisition, access to comprehensible input, and a deep all read voraciously, seeking and reading everything they interest in the message. Christy Lao has contributed could get their hands on about a single intriguing topic another case (Lao and Krashen, 2014): Paul grew up in a (pp. 274-275). Cantonese-speaking family in California and is bilingual in English and Cantonese. Their goal, I suggest, was not to learn to read. Their goal was to find out more about something that was interesting to them. Despite having little or no motivation to acquire Mandarin, today, as a teen-ager, Paul speaks Mandarin quite well. His Lets take advantage of the natural process competence comes from watching TV and CDs: cartoons when he was little, then TV series and movies in Mandarin, Most people dont care about language acquisition. For thanks to TV shows and CDs his dad brought home regularly. most people, its the story and/or the ideas that count. Lao and Krashen (2014) estimate that over the years Paul Instead of trying to motivate our students by urging them watched, with great interest, more than 500 hours of movies to work hard and reminding them how important it is to and TV shows in Mandarin. (It should be pointed out that know English, lets take advantage of the natural process, Mandarin and Cantonese share some common vocabulary, and make sure they have access to input that they find but they are not completely mutually comprehensible. compelling, in class and outside of class. With the help of context, Cantonese speakers are able to understand a limited amount of Mandarin and vice versa.) References Paul never watched TV shows or CDs in order to improve Fink, R. 1995/96. Successful dyslexics: A constructivist his Mandarin. In fact, Paul had no obvious motivation to study of passionate interest reading. Journal of improve his Mandarin. At all times, his motivation was Adolescent & Adult Literacy 39 (4): 268-80. entertainment and interest in content. His acquisition of Jylha-Laide, J.and Karreinen, S. 1993. Play it again, Laura: spoken Mandarin was a by-product, a result. Off-air cartoons and videos as a means of second- language learning. In: K. Sajavaara and Takala, S. For a similar case of the acquisition of English through (Eds.) Finns as Learners of English: Three Studies cartoons by a Finnish young girl, see Jylha-Laide and Jyvaskya: Jyvaskyla Cross-Language Studies no. Karreinen (1993). 16. Pp. 89-145. Lao, C. and Krashen, S. 2008. Heritage language development: Recovered dyslexics Exhortation or good stories? International Journal of Foreign Language Teaching 4 (2): 17-18. Of course, compelling compehensible input works in Nell, V. 1988. Lost in a Book. New Haven. Yale University developing literacy as well, in both first and second Press. languages. It may be that the only real path to literacy Lao, C. and Krashen, S. 2014. Language acquisition without development is getting lost in the book (Nell, 1988). speaking and without study. Journal of Research of Here is one spectacular report dealing with English literacy Bilingual Education Research and Instruction 16 among native speakers of English. Fink (1996) studied (1): 215-221. twelve people who had been considered to be dyslexic
The author
Stephen Krashen is Professor Emeritus, University of Southern California. His research interest is language and literacy acquisition. Current areas of interest include animal language and the negative impact of overtesting on literacy development. He holds a black belt in Tae Kwon Do and was the 1977 Venice Beach Incline Bench Press Champion.
New Ro ut es Dis a l | 29 Article by Melody Pablos Souza and Wilson Akifumi Onishi
PRONUNCIATION PRACTICE FOR
MULTIPLE- INTELLIGENCE CLASSES 1. The role of pronunciation in class not knowing how much progress, if any, they are making. It has been pointed out by many authors that pronunciation Hewings (2004) suggests how pronunciation can be has been neglected in class. Marks (2012) states that it has been integrated into other language systems, such as grammar and relegated to a subservient role in communicative syllabuses, vocabulary. In the authors view, learning how to pronounce methodology and materials (p.5). Also, the author stresses the words adequately can help students memorize new lexical that although pronunciation is not given its due importance, items. If students have confidence that they can pronounce it can be a barrier to successful communication. Underhill a word correctly, they are more likely to use it as they speak, (2010) suggests that the reasons for such neglect may be that and using words successfully aids memorisation (p.19). the teachers do not sufficiently embrace in [their] teaching the physicality of pronunciation and that many students 2. Different learning styles and teachers do not seem to have a clear mental concept Working with pronunciation can be even more challenging and sense of direction. That means teachers do not feel when facing a class with a range of learning styles. As Hewings confident enough to present pronunciation for the students (2004) points out, different students learn things in different as they do when teaching grammar or vocabulary. As Marks ways at different times, so using an unvarying approach to (2012) points out, teachers feel that they lack the phonetic pronunciation teaching is unlikely to provide a variety of knowledge and the classroom techniques needed to intervene learning opportunities to the maximum number of students effectively (p. 5). As a result, on the one hand, there is the (p. 21). teacher struggling with the pronunciation exercises, having What the author means is that the teacher may prioritize to figure out how to integrate them meaningfully into the a specific type of practice that will be more beneficial for a lesson planning, and to handle their own insecurity. On the specific type of students. In that respect, Gardner (1985), other hand, there is the student struggling to understand the states that every one of us has multiple intelligences rules and physicality of pronunciation in a different language, developed at different levels. The author defines seven
30 | New Ro u t e s D is a l by Melody Pablos Souza and Wilson Akifumi Onishi Article
intelligences: linguistic, logical-mathematical, spatial, c) Tongue twisters
musical, bodily-kinesthetic, interpersonal and intrapersonal, Have students work on meaning and pronunciation with including, some years later, another intelligence to his theory: tongue twisters. You may ask them to create their own naturalist (Thirteen ed online, 2004). Gardner himself has tongue twisters depending on their proficiency level. mentioned that there is not and there never will be a definite and irrefutable list, as our mind processes and capacity can 1.3 Naturalist change. The nature smart tend to enjoy activities related to nature, in which they can notice the presence of the outdoors in the So how can you, as a teacher, integrate pronunciation classroom, such as measuring, mapping changes, charting, practice while meeting the needs of your multiple collecting, classifying. Some suggested activities: intelligence students? By varying the kinds of practice you use in class. a) Number of syllables Have students go outside the classroom and find nature 3. Activities for a multiple-intelligence class elements to complete a chart classifying the words The following activities are suggestions for practicing according to the numbers of syllables. pronunciation features in class, based on Gardners theory. Grouped according to one type of intelligence, that b) Stress patterns arrangement may not be so clear-cut, as they may activate You can also work on the stress pattern of words by doing the different intelligences. same as proposed in the previous activity, now having the students classify the words into stress-pattern categories. 1.1 Bodily-kinesthetic Body smart tend to benefit from activities which require 1.4 Logical-mathematical movement, touch, displacement and consciousness of their Logic smart people tend to benefit from activities which own body. Some suggested activities: require some reasoning, such as solving problems, finding patterns, using codes, inferring, making graphs. Some a) Voiced / Voiceless sounds suggested activities: Have students place their index finger and thumb on their throats (so as to feel the vocal chords) and produce the s a) Number of syllables sound and the z sound, for them to feel the vibration and Have students create sentences with a given number of non-vibration of the chords. syllables or have them count the number of syllables in a sentence. b) Minimal pairs You can work on minimal pairs by having students jump or b) Stress pattern move to the right or to the left when they hear one sound Have students predict where the stress goes in a sentence or another. or word by association (e.g. if they know how to pronounce comfortable, have them predict the pronunciation of c) Rising / Falling intonation vegetable). Have students stand up/raise hands when hearing a sentence ending in rising intonation, and sit down/lower c) Linking sounds hands when the falling intonation. Challenge your students to identify rules for when two words or more can be linked in pronunciation. d) General pronunciation Have students practice any sound, word or sentence in 1.5 Spatial pairs by lip reading. Picture smart learners tend to benefit from activities with images in which students are required to draw, paint, design, 1.2 Linguistic sculpt and create color patterns. Some suggested activities: Word smart may benefit from activities which require the use of language and its set of rules, such as storytelling, a) General pronunciation interviewing, tongue twisters, jokes, role playing, creating Have students practice sounds, words or sentences in front dialogs or poems. Some suggested activities: of a mirror to notice the position of speech organs.
a) Verb / Noun stress b) Word or sentence stress
Have students work on both meaning and pronunciation by Students can notice the stress better by painting it a different having them make sentences using the same word as a verb color in a word or in a sentence. and as a noun in order to practice the different stresses (e.g. progress, record, permit) c) Word stress Have students make higher or lower towers with building b) Minimal pairs blocks to represent the stronger and weaker syllables In order for students to work on meaning of minimal pair in the word. words, have them create dialogs and act them out.
New Ro ut es Dis a l | 31 Article by Melody Pablos Souza and Wilson Akifumi Onishi
1.6 Musical b) General pronunciation
Music smart people take advantage of music Have a dictation activity to practice several performances, singing, whistling, using an instrument, pronunciation features. following rhythm with hands or feet. They usually think via rhythms and melodies. Some suggested activities: c) General pronunciation Have students record themselves reading a text and then a) Rhyming words listen to it while being attentive to the pronunciation. To work on pronunciation patterns, have your students create poems or a song with rhyming words. d) Intonation Have students say the same sentence with different b) Number of syllables intentions to each other (e.g. being angry, sweet, Have students tap the table for each syllable they suspicious, dramatic, etc.) pronounce or hear. 4. Conclusion c) Link-ups and elision Have students notice link-ups and elisions by listening This article intends to offer practical suggestions for to a song and following its lyrics. pronunciation features which can help teachers deal with the different learning styles and intelligences in 1.7 Interpersonal the class, as proposed by Gardner (1985). The range People smart like to lead, relate, organize, collaborate, of activities can benefit students by activating and communicate person-to-person, cooperate with others, developing their different intelligences, therefore, games in groups, group projects, collaborative activities, making their learning more enjoyable and meaningful, cooperative learning strategies and empathy practices. and facilitating intake of some pronunciation features Some suggested activities: and possibly transfer of pronunciation aspects to their own speech. Nevertheless, we would like to point out a) General pronunciation that the suggested activities can be altered, adapted Have students prepare a mini-presentation, in or redesigned to suit the students you have or the pairs, in which they are interviewed at a TV pronunciation feature you are teaching. What is essential show. Then have each of the other students pay is that variety in pronunciation practice be offered to attention to a different pronunciation feature. learners and that their diverse learning styles are taken into account. b) General pronunciation You can use EVA foam letters and have the students, in References groups, write the word they hear. GARDNER, Howard. Frames of mind: the theory of c) Rhyming words / Minimal pairs multiple intelligences. New York: Basic Books, 1985. You can play the game Go Fish with rhyming words, they HEWINGS, Martin. Pronunciation practice activities: may ask: Do you have a word that rhymes with?. It a resource book for teaching English pronunciation. also can be used to work on minimal pairs. Cambridge: Cambridge University Press, 2004. MARKS, Jonathan. In praise of pronunciation. In: English 1.8 Intrapersonal teaching professional. Issue 81, July 2012. The self smart usually enjoy emotional processing, silent Thirteen ed online (2004). Tapping into multiple intelligences. reflection, thinking strategies, introspection, focusing Accessed on: September, 20th, 2013. Available at: and concentration skills, meta-cognitive techniques, www.thirteen.org/edonline/concept2class/mi/index.html working at their own pace, spending time alone and UNDERHILL, Adrian. Pronunciation - the poor relation? making their own choices. Some suggested activities: Published online on: September, 28th, 2010. Accessed on: September, 20th, 2013. Available at: www.teachingenglish. org.uk/articles/pronunciation-poor-relation
The authors
Melody Pablos Souza, English teacher, holds a degree in Translation and Interpretation in English and a Masters in Social Communication from UMESP. Specialist in English Language from UMESP. E-mail: [email protected]
Wilson Akifumi Onishi, English teacher, holds a BSc from I.B - USP and a Teaching Degree from E.E. - USP. Specialist in English Language from UMESP. E-mail: [email protected]
32 | New Ro u t e s D is a l MTODO DE ESPAOL PARA NIOS DE 6 A 10 AOS
Colega es un perrito de peluche protagonista de la historia en 4
niveles. Solo habla espaol y no entiende otros idiomas. Desde un enfoque fundamentalmente comunicativo y ldico, se combinan e integran estrategias de comprensin y expresin tanto oral como escrita con los contenidos interculturales y Colega ayuda a EL MUNDO DIGITAL DE COLEGA los profesores a presentar todos estos contenidos. SOPORTES DIGITALES PARA EL ALUMNO: NIVELES 1 Y 2 Gratuito con la compra del libro El libro del alumno consta de seis unidades. Plataforma para alumnos y profesores con actividades Se estructura en: interactivas y autocorrectivas. 4 lecciones de doble pgina: presentacin de actividades que Para PC, Mac y tablets. permiten trabajar el lxico y las nuevas estructuras mediante canciones, juegos, etc. Se trabajan especialmente las destrezas orales: comprensin auditiva y expresin oral. Proyecto: para utilizar los conocimientos adquiridos de forma ldica y participativa. El nivel 2 presenta un cmic del Ratn Prez en cada unidad.
Para ms informacin entre en contacto con:
Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol [email protected] | Fone: 11 3226-3102 Nuevas Rutas por David R. Sousa y Clara M Molero
VENTE DE LAS TIC A LAS TAC
ADAPTA TU MANERA DE ENSEAR A SU FORMA DE APRENDER Para los profesores que hoy en da ejercen la docencia, su las herramientas digitales de una orientacin didctica y una primer xito acadmico y social como estudiantes consista metodologa adecuada. en aprender a leer y escribir. Sin embargo, en las ltimas dcadas, el impacto del progreso tecnolgico ha hecho Las TAC van ms all de aprender que el desarrollo de la competencia digital se convierta en meramente a usar las TIC y apuestan por el prembulo formativo de las nuevas generaciones que, explorar estas herramientas tecnolgicas al actualmente, acuden a las aulas de esos profesores. servicio del aprendizaje y de la adquisicin de El rpido desarrollo de las tecnologas, el inters que conocimiento suscitan y su uso generalizado nos imponen la necesidad de (Lozano, 2011) incorporarlas tanto a nuestra vida diaria como a los procesos de enseanza y aprendizaje. Mishra y Koehler (2006), en un intento por establecer los componentes necesarios para la integracin eficaz de la En estos procesos, las TIC (tecnologas de la informacin y tecnologa en la enseanza, proponen el modelo TPACK comunicacin) funcionan como herramientas que facilitan (Technological Pedagogical Content Knowledge). Esta teora tanto el acceso como la gestin de contenidos. Si bien la sostiene que el buen manejo y desarrollo de las TIC y las dificultad para el docente reside en valorar qu contenidos TAC en el aula depende de la combinacin resultante de los digitales emplear y cmo adaptarlos a su entorno educativo. conocimientos sobre la materia impartida, la preparacin Bajo esta premisa surgen las TAC (tecnologas del aprendizaje pedaggica y los saberes tecnolgicos del docente, sin y el conocimiento), como resultado de la aplicacin educativa descuidar, por supuesto, el entorno particular en que se aplica. de las TIC, mediante metodologas apropiadas, principalmente Por tanto, los educadores no solo deben manejar significativas y colaborativas, promoviendo a su vez nuevos conocimientos didcticos, sino tambin los tecnolgicos que escenarios de aprendizaje y construccin del conocimiento le permitan seleccionar las herramientas digitales adecuadas (Aduviri, 2012). Es decir, las TAC son el resultado de dotar a para desarrollar los contenidos que quieren llevar a clase.
3 4 | Nu eva s Ru tas D is a l por David R. Sousa y Clara M Molero Nuevas Rutas
De este modo, el docente no es solo el facilitador de los Una de las TAC que encontramos en Vente es tuaulavirtual. contenidos lingsticos a travs de canales tecnolgicos, sino Se trata de una plataforma on-line que puede ser utilizada que se convierte en la figura vertebradora de todo el proceso en cualquier tipo de dispositivo (PC, porttil, Mac, Ipad y de aprendizaje. Ha de conocer las metodologas didcticas tableta) y que permite a los alumnos realizar actividades adecuadas y aplicarlas de manera cooperativa para que complementarias de diferente tipologa. Estos ejercicios el discente aprenda a construir conocimiento a partir del abarcan mbitos tan variados como la pronunciacin y la desarrollo de contenidos digitales. ortografa, el lxico, la gramtica o la comprensin y expresin escrita.
Para facilitar la labor docente, el profesor dispone de la
posibilidad de crear un grupo con sus alumnos a travs del cual
podr supervisar las actividades realizadas por los estudiantes,
comprobar sus progresos y obtener sus calificaciones. Una de
las grandes ventajas que aporta la plataforma es que el propio
sistema se encarga de corregir automticamente todas las
actividades y muestra los resultados de una forma sencilla y
ordenada. Permite tambin guardar una copia del expediente
de los estudiantes en diferentes formatos. Dicho expediente
est disponible tanto para el profesor como para el estudiante.
Los alumnos, adems de comprobar los resultados de
las actividades que realizan, tambin tienen acceso a las
soluciones de los ejercicios, lo que permite que puedan
trabajar de manera autnoma siendo conscientes de su
propio aprendizaje y comprobando sus progresos. Esto,
evidentemente, implica el crecimiento de sus habilidades
como aprendientes autnomos.
Reproduced
by
permission
of
the
publisher,
2012
by
tpack.org
La comunicacin multidireccional entre los integrantes del
grupo se ve favorecida por el intercambio de mensajes que la plataforma permite hacer entre los usuarios. El profesor, Esta orientacin tecnolgica se adapta a la forma de aprender adems, puede compartir archivos con sus estudiantes y de los llamados nativos digitales (Prensky, 2010), etiqueta comunicarse con otros docentes que estn trabajando en que engloba a las generaciones que nacen y se forman en un la plataforma con el mismo manual. Los alumnos, a su vez, contexto de inmersin tecnolgica. podrn comunicarse con otros estudiantes de cualquier parte del mundo que tambin estn utilizando la plataforma, Afirma Perry (2000) que diversas clases de experiencias compartiendo experiencias y fomentando la construccin conducen a diversas estructuras cerebrales o sea, que el conjunta del conocimiento. Al mismo tiempo, potencia el uso entorno y los estmulos recibidos afectan al modo en el que de la lengua. las personas procesan la informacin. A travs de este tipo de hiptesis se explican las rupturas o desfases existentes entre Otra de las tecnologas vinculadas al aprendizaje que Vente diferentes generaciones. pone a disposicin de los docentes es el libro digital manual de uso. Este material ofrece en soporte USB, utilizable tanto en Un ejemplo de esta ruptura lo conforma la llamada brecha pizarra digital como a travs de un simple proyector, el libro digital existente, en ocasiones, entre nativos e inmigrantes del alumno con audios incluidos y enriquecido con vdeos y digitales, al verse estos ltimos obligados a adaptarse a la documentos extra. vorgine tecnolgica en la que se han visto envueltos, pero en la cual no se han formado. Una brecha digital y generacional El salto de la tecnologa de la informacin a la tecnologa del que no puede ser ignorada ni aceptada sin propsito firme de aprendizaje se produce porque no solo se digitaliza el manual cambio para intentar paliarla o solventarla (Prensky, 2010). y se le aaden diversos elementos tecnolgicos (vdeos, imgenes digitalizadas, psteres, audios), sino que estos Esto evidencia que se debe adaptar la manera de ensear componentes, adems, se introducen dentro de la secuencia a la forma de aprender de los alumnos. Un ejemplo claro didctica relacionndolos con las actividades comunicativas de todo esto es Vente, que responde a la necesidad de que en ella se trabajan. De este modo, se dota a las TIC de elaborar materiales que se ajusten a las caractersticas de los una adecuada metodologa y se orienta didcticamente su uso aprendientes. (TAC). Ante el reto de elaborar un manual moderno e interactivo, adaptado a las particularidades de la generacin digital, Vente Los audios permiten su reproduccin sin necesidad de utilizar ofrece la posibilidad de ensear, aprender y disfrutar del ninguna otra herramienta; los psteres complementan, amplan espaol a travs de las TAC. y refuerzan los contenidos lxicos y culturales trabajados en
Nuevas Rut as Dis a l | 35
Nuevas Rutas por David R. Sousa y Clara M Molero
clase; y los vdeos, insertados cada dos unidades, permiten a docentes consigan adaptar su manera de ensear al modo los alumnos enfrentarse a situaciones comunicativas reales y de aprender de sus alumnos. realizar motivadoras actividades de base audiovisual. bibliografa Todos estos materiales se encuentran ubicados en el punto de la secuencia didctica ms conveniente para que puedan ser Aduviri, R. (2012), Tecnologas para el aprendizaje y el empleados adecuadamente y se obtenga la mayor rentabilidad conocimiento. En www.slideshare.net/ravsirius/tecnologas- pedaggica. Para facilitar su explotacin, la llave USB que para-el-aprendizaje-y-el-conocimiento contiene el libro digital viene acompaada de un librito donde se detallan las caractersticas de estos elementos y se propone Lozano, R. (2011), De las TIC a las TAC: tecnologas del una posible explotacin didctica para cada uno de ellos. aprendizaje y el conocimiento. Anuario ThinkEPI, v. 5 pp. 45-47.
Asimismo, en esta reproduccin digital del manual podemos Mishra & Koehler (2006), Technological pedagogical content movernos por las pginas libremente y realizar zoom, pintar, knowledge: A framework for teacher knowledge. Teachers subrayar, escribir, insertar flechas e, incluso, nos permite crear College Record, 108(6), pp. 10171054 cortinas que oculten parte de la imagen con el fin de alterar la informacin visible y modificar las secuencias didcticas Perry, P. (2000), American Way. Citado en Prensky, M. (2001), para adaptarlas a nuestras necesidades. Adems, todas estas Realmente piensan diferente?, MCB University Press, Vol. 9 N. 6. modificaciones pueden ser capturadas en formato de imagen y enviadas a travs de la herramienta Enviar al profesor que Prensky, M. (2010), Nativos e Inmigrantes Digitales, SEK se encuentra insertada en el propio libro. (www.marcprensky.com/writing/Prensky-NATIVOS%20E%20 INMIGRANTES%20DIGITALES%20(SEK).pdf ) Por ltimo, para que el docente se sienta cmodo y acompaado en todo momento, dentro del libro digital se facilita el acceso a una gua didctica, descargable en formato PDF e imprimible, que en ningn caso pretende decir a los docentes cmo trabajar con el manual, sino simplemente orientarles, darles ideas y facilitarles su labor. Con todo, podemos concluir afirmando que actualmente se socializa de modo muy diferente a la poca anterior a la expansin digital, circunstancia que influye en la manera de construir la cosmovisin, de relacionarse con los dems y, por supuesto, de concebir los procesos de enseanza y aprendizaje.
La educacin debe adaptarse al contexto que la rodea, en un
intento para que las aulas sean un reflejo de la sociedad y no un lugar aislado de la realidad en la que vivimos. De que los
Los autores del artculo son:
David R. Sousa Fernndez. Licenciado en Filologa Hispnica y titular de un mster en Lengua y Sociedad de la Informacin. Posee tambin 3 ttulos de postgrado: Especialista Universitario en Enseanza de ELE, Especialista en didctica del Espaol de los Negocios y Especialista en el tratamiento de la literatura, el cine, el cmic y la msica hispnicos para la enseanza de ELE. Ha completado su formacin con diversos cursos y seminarios en didctica de ELE. Ha sido profesor en la Escuela Superior de Educacin del IPB [Bragana] y responsable acadmico de un centro de enseanza de espaol y centro de examen DELE en Portugal, donde ejerci como organizador y presidente de tribunal de los exmenes del DELE. Cuenta tambin con experiencia como formador de profesores y, en Espaa, trabaj como profesor de ELE en el Centro de Lenguas de la Universidad de Vigo. Actualmente es asesor didctico de la editorial Edelsa.
Clara M Molero Perea. Licenciada en Filologa Hispnica por la Universidad de Alcal de Henares, mster oficial en Lingstica Aplicada en ELE por la Universidad Antonio de Nebrija. Ms de diez aos de experiencia como profesora de ELE tanto en el mbito universitario como en escuelas privadas. Lectora MAEC-AECID en la Universidad Dzemal Bijedic de Mstar, en Bosnia y Herzegovina, y profesora de Literatura Espaola e Hispanoamericana en la Universidad de Zagreb, Croacia. Ha trabajado en el Instituto Cervantes de Bruselas y en las Instituciones Europeas durante tres aos. Examinadora acreditada del DELE y formadora de docentes de ELE en los cursos de verano de la Universidad Internacional Menndez Pelayo de Santander desde hace cuatro aos. Coautora del material complementario de ELE Uso interactivo del vocabulario y sus combinaciones ms frecuentes de la editorial Edelsa.
3 6 | Nu eva s Ru t a s D is a l VENTE pretende ser una herramienta cmoda y eficaz para ensear, aprender y disfrutar del espaol en el aula y on-line.
PUNTOS FUERTES Trabajo sistemtico de la gramtica con cuadros y ejercicios.
Calidad de la secuencia didctica para conseguir un CRITERIOS FUNDAMENTALES
aprendizaje real siguiendo las tres P : Presentacin - Prctica - Produccin Est estructurado en 14 unidades para facilitarles la tarea a Facilidad de utilizacin y claridad en la organizacin de los los usuarios que necesiten trabajar el libro en dos semestres. contenidos. Trabajo equilibrado de las competencias comunicativas. El nivel 1 cubre los contenidos de A1 y A2 definidos Muestras de lengua reales, variadas y asequibles. en los Niveles de referencia para el espaol y sigue las Progresin realista, contrastada en el aula. El ritmo no es ni recomendaciones del Marco comn de referencia para las muy lento ni muy rpido. lenguas: aprendizaje, enseanza, evaluacin. Equilibrio entre contenido y prctica. Consignas claras y sencillas.
Para ms informacin entre en contacto con:
Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol [email protected] | Fone: 11 3226-3102 Nouvelles Routes por Marie Gabrielle Bardet
AU BONHEUR DES DAMES
L une des innovations franaises importantes du bourgeoisie qui souhaite des articles moins chers mais Second Empire (1852 1870) est louverture des Grands de bonne qualit quand mme Cest exactement ce Magasins. Le Baron Haussmann venait de terminer la quoffrent les Grands Magasins, do lengouement de cration des 12 grandes avenues rayonnant en toile la clientle ! autour de lArc de Triomphe lorsquapparurent les Grands Magasins qui offraient au public parisien une Cest cette poque galement que nat le concept des diversit incroyable de produits textiles exposs dans soldes saisonnires (fvrier et aot) mais aussi et surtout, dnormes espaces sur plusieurs tages. Le Bon March tout un glossaire de termes spcifiques au secteur du textile : dAristide Boucicaut est le premier dentre eux (1850), taille et coupe, tissus, imprims, modles de vtements,... puis Le Printemps (1865), ensuite La Samaritaine (1870) et enfin Les Galeries Lafayette (1912). Les deux premiers Par exemple, en France, si vous demandez une jupe-culotte et ce dernier existent toujours, mais le troisime a ferm en tartan cossais ou un jodhpur en coton blanc cass ses portes en 2005. ou encore un pull marin encolure bateau, la vendeuse saurs tout de suite ce que vous souhaitez sans que vous Emile Zola - lun des crivains les plus clbres ayez donner des dtails ou chercher frntiquement de lpoque et fervent admirateur de lurbanisme dans les portants. Si elle a ce que vous voulez, elle vous haussmannien sen inspire pour crire un de ses le montrera immdiatement, sinon elle vous indiquera ouvrages les plus lus, encore aujourdhui: Au Bonheur peut-tre o vous tes susceptible den trouver. Elle vous des Dames (1883). Il y dcrit notamment le dclin des proposera rarement autre chose car une cliente franaise petits commerces et boutiques de quartier, consquence sait pertinemment ce quelle veut et fera les magasins naturelle du bouleversement socio-conomique de la jusqu ce quelle trouve son bonheur, do le titre du socit franaise. Les petits mtiers tels que tailleurs, livre dEmile Zola: Au Bonheur des Dames. cordonniers, chapeliers-gantiers ont alors bien du mal faire face car leurs prix ne sont pas comptitifs avec Dcouvrons un peu, maintenant, le vocabulaire principal du ceux des grandes boutiques.Ils sont trop onreux pour la jargon spcifique la mode fait dexpressions souvent
38 | No u ve lle s R o u te s D is a l por Marie Gabrielle Bardet Nouvelles Routes
images - qui vous sera trs utile si vous partez en France En ce qui concerne les robes, les mots diffrent selon le dans lintention de ramener des valises pleines ou si vous type de modle et loccasion. tes tudiante et souhaitez intgrer une Ecole de Mode dans lHexagone. Robe Vestido
En matire de tissu, Il faut savoir que tout ce qui nest pas Robe courte Curto imprim est appel UNI (cor lisa). Robe longue Longo Robe cocktail Longuete Robe dos-nu ou bain-de-soleil Frente nica IMPRIMS ESTAMPADOS A carreaux Quadriculado (pode ser Robe bustier Tomar-que-caia diversos tamanhos e cores) Robe-chemisier - boutonne Chemise (abotoado na frente) Vichy (originaire de la ville Especificamente quadrados devant de Vichy o se trouvaient les iguais e somente em duas Robe droite Lapiz, reto filatures qui fabriquaient ce cores : branco e vermelho Robe vase Folgado no quadril (muito usada como toalhas tissu) de bistrs), branco e verde, Robe droite fendue Vestido reto com fenda branco e azul, etc.... A damiers ou motif Arlequin Com losngulos (fantasia de Robe de soire Baile, Festa, Formatura, Casamento Arlequim) Robe de marie (+ voile) Vestido de noiva (+ vu) A rayures ou Ray Listrado Ecossais (Tartan) Xadrez (tem todos os tipos de tartan dependendo do Quand il sagit dun ensemble deux pices, on distingue le condado..da Esccia mas o haut (top) du bas (parte de baixo). Les mots changent mais conhecido l fora a estampa Burberrys, muito aussi. copiada) A pois Po Hauts Tops Lopard, Zbre Oncinha, Zebra Chemisier (en coton, Camisa de alfaiataria (algodo, linho, A fleurs Motivo floral en lin, en soie...) seda,...) tipo Dudalina Pied-de-Poule P-de-Galinha (comum) Bustier Tomara-que-caia Pied-de-Coq P-de-Galo (estampa gigante, Haut bretelles Com alinhas geralmente na Alta Costura - YSL) Dbardeur Regata Prince-de-Galles (costume Prncipe de Gales Dos-nu Frente nica pour hommes) (terno masculino) Cache-coeur Cache-coeur (as partes da frente cruzam Rayures tennis (costume Risca-de-giz (terno masculino) no peito, como em roupa de bailarina) pour hommes) Impression Cachemire Estampa Caxemira (comum em (dessins caractristiques - tecido de bandanas) Outre les termes spcifiques franais, beaucoup XIX me sicle) de mots sont anglais : cardigan, tee-shirt, twin-set, Changeant, moir Furta-cor sweat-shirt, manches raglan , spencer, blazer, bermuda, jodhpur, short, pull-over, trench-coat, bob, Pour ce qui est des vtements, la description est smoking et plus rcemment depuis la seconde Guerre amplement facilite par lusage de termes exclusifs Mondiale : slip, string, body, rugby-shirt, jogging, relatifs lencolure (tipo de gola), aux types et longueur legging, etc... On a aussi emprunt le mot kimono de manches, lemplacement des poches, etc... Attention aux Japonais, robe Mao aux Chinois, caraco aux ! Ne pas confondre encolure avec chancrure qui Espagnols, Jeans aux Amricains et pyjama dsigne la profondeur dun dcollet de femme (decote). aux Hindous.
Saviez-vous galement que le spectre des couleurs et
Encolure Tipo de Gola son interprtation varie dun pays lautre, sans doute Col en V Gola en V parce que la luminosit dune rgion lautre du globe Col roul Gola rol diffre sensiblement. Qui na pas remarqu sur une Col bteau ou marin Sem gola, que abraa os ombros photo ou dans un film, la lumire toute spciale des pays Col ras de cou Gola redonda mditerranens ou du Sud de la France ? Les rayons du Col boutonn Com botes soleil frappent en effet plus obliquement sur les Tropiques Col chle Gola que cai que nem um xale que sur lEquateur ! Dans les pays forte tendance mode (France et Italie), lventail de dgrads et camaeux Col chemine Gola que sobe no pescoo mas sem enrolar para baixo de couleur est plus vaste et chaque nuance a un nom Col Mao Gola tipo roupa chinesa particulier que tout le monde reconnat facilement. La gamme de bleus est certainement la plus ample !
No uvel l es Ro ut es Dis a l | 39 Nouvelles Routes por Marie Gabrielle Bardet
Du plus clair au plus fonc, on a entre autres : bleu Tissu / Etoffe Tecido pastel, bleu clair, bleu ciel, pervenche, myosotis, lavande Coton peign Algodo penteado et hortensia (noms de fleurs), bleu Gitanes (cigarettes), Coton ponge boucl (linge de Algodo boucl (especfico a turquoise, bleu royal, bleu lectrique, bleu YSL (Yves maison) toalhas de banho) Saint Laurent), bleu canard, bleu ptrole, bleu fonc et Soie gaufre Seda gaufre (toda plissada) bleu marine. Nid dabeilles Ninho de abelha (similar s alveolas das abelhas na La gamme de verts va du vert pastel, vert deau, colmia) Dentelle, guipure, ... Renda, guipure (renda mais vert menthe, vert lagune, vert pistache, vert gazon, grossa) meraude, vert fluo au kaki et au vert sapin. Les tons de A trous-trous ! Esburacado (tipo rede, blanc et de gris sont galement bien caractriss : blanc trama larga com buracos) pur (frigo), blanc cass, coquille doeuf, greige, sable, Damass (tissus de Damascado, Brocardo Fendi (couturier italien) puis gris clair, gris pigeon, gris dcoration) (tecido para cortinas ou estofados) ardoise, gris acier, gris plomb, gris argent, entre autres. Velours (uni ou ctel) Veludo (liso ou com nervuras) Les rouges-orangs ont aussi une appellation spcifique, Brod Bordado toujours en rfrence des objets connus ou courants : A paillettes Com paets rouge Ferrari, bordeaux, brique, tuile, terre cuite, Tweed Tweed (da inglaterra) orange, saumon, sang de boeuf, rouge de Chine, rouge vermillon, etc... En ce qui concerne les accessoires de mercerie (armarinho) vous trouverez une liste impressionnante: Les dgrads de marron vont du camel, moutarde, boutons, pressions, fermeture-clair (zper), attaches- caramel et chocolat au caf. Les roses peuvent tre velcro, lacets, oeillets (ilhoses), crochets et agrafes pastel, fluo ou aux noms de fleurs : fuschia, ptunia et (ganchos), pelotes de laine (novelos de l), fil coudre cyclamen. La couleur la plus difficile pour les Brsiliens (carretel de linha) et fil btir (fio mais fraco p chulear) est notre LILAS que beaucoup ici attribuent un violet et bien entendu, le fameux biais (vis) qui est toujours assez fonc alors quen France, il sagit dun ton clair, grand teint en France ce qui signifie que celui-ci ne comme celui de la fleur du lilas, un peu plus clair que la bouge pas au lavage (no sangra na lavagem nem lavande. desbota), mme grande temprature. Il faut savoir que chez nous, les machines laver sont le plus souvent Enfin pour terminer, je voudrais parler des tissus eux- tambour (porte-hublot sur le devant) et vont jusqu 90 mmes qui peuvent tre coups soit droit fil (seguindo degrs pour mieux laver le linge blanc. o fio da trama) ou en biais, (no vis) dans le cas de jupes vases ou godets, par exemple. Pour plus dinformations sur le vocabulaire franais de la mode et du textile (en France), vous pouvez consulter des sites franais de vente par correspondance (via Internet) comme celui du catalogue de la Redoute, par exemple.
Amusez-vous lire les lgendes des photos et vous vous
familiariserez ainsi trs vite avec les termes dusage courant. Bonne lecture !
L'auteur:
Marie Gabrielle Bardet rside depuis 20 ans au Brsil, So Paulo. Journaliste, guide touristique, traductrice-interprte, professeur de franais pour trangers, danglais et despagnol (cours particuliers). Fait galement des confrences de linguistique dans des universits brsiliennes. Cel : (11) 999 44 26 59 / e-mail : [email protected]
40 | No u ve lle s R o u te s D is a l Activities
LETTER ON THE BOARD
FOCUS Speaking and Listening; Fluency and spontaneity; Holding the floor; Helping a speaker to continue
LEVEL ElementaryAdvanced
TIME 5 minutes
MATERIALS AND PREPARATION Get a watch or clock. There is no handout for this exercise.
IN CLASS NOTES 1. Ask your students to choose a letter between A and Z, This activity gives students practice in producing the and write that letter on the board. extended turns of speech that are necessary for a speaker who wants to hold the floor. 2. Ask students to call out nouns that begin with that letter. So, if the letter on the board is S, they may call out sugar, The rst time you do this activity a student may offer sister, snow, etc. the letter X or the letter Z. But once they find out that this means theyll have to talk about things like xylophones, 3. Write three or four of their suggestions on the board. x-rays, zebras, and zoos, theyll suggest more common letters the next time. 4. Ask students to form pairs, A and B, and ask all the As to put their hands up. Outside the classroom (at train stations, in cafs, etc.) you have to deal with unexpected subjects that may come 5. Explain that the As will choose one of the words on the up. This activity gives practice in dealing with this kind of board and talk about it for 30 seconds to their partner. Tell unpredictability. them not to worry about grammar or mistakes, and tell them not to correct each other. The idea is for them just to It also keeps students busy while you sort out handouts keep going and to say as much as they can. If they get stuck for later or boot up your computer. and dont know what to say, their partner (B) should help them to continue by asking them questions (e.g. When did you eat sugar last?, What colour is sugar?).
6. Tell them that soon they are going to start speaking.
When you want them to stop, you will give them a certain signal. Tell them what your signal will be, e.g. you will turn the lights on / off.
7. Get your watch out and start the As off.
8. Once the 30 seconds is up, stop the talking by giving your
pre-arranged signal.
9. Next, it is Bs turn to choose a different subject from
among those listed on the board and talk about it as A did before.
VARIATIONS If your students are above Low intermediate level, set a talking time of 60 seconds, or longer.
New Ro ut es Dis a l | 41 Cdigo ELE Un mtodo con marcha para jvenes de hoy
El nuevo mtodo para adolescentes combina un aprendizaje sistemtico y
secuenciado en el aula con un desarrollo de actividades de autoaprendizaje en autonoma (individual o en grupo) on-line. Activa y moviliza a los adolescentes con proyectos interculturales, fomenta un aprendizaje dinmico de la lengua con temas transversales e interdisciplinares y desarrolla un concepto global de la educacin para formar a los futuros ciudadanos del mundo.
Gratuito con la compra del libro
Tiene las mismas caractersticas que el libro offline: interactivo,
posibilidad de escribir, subrayar, or, etc. Los estudiantes que han comprado el libro en formato papel tienen una clave de acceso gratuita.
Quer estudar no EUA de graa? Acesse o site www.disal.com.br/eventos e saiba mais.
So Paulo - Ingls Data Horrio Eventos Palestrantes 06/02 14h00 s 15h30 Caltabiano Idiomas - On teacher development: becoming a better Bruna Caltabiano e teacher in 2015. Higor Cavalcante 06/02 15h45 s 17h15 Caltabiano Idiomas - On learner autonomy: preparing learners for Bruna Caltabiano e success in 2015. Higor Cavalcante 27/02 14h00 s 15h30 Cultura Inglesa - Too much, too soon? Using authentic materials Rubens Heredia before advanced levels. 27/02 15h45 s 17h15 Cultura Inglesa - Enhancing speaking skills. Karina Nazzari 06/03 14h00 s 15h30 Faculdade Cultura Inglesa - Teaching and learning in light of Maria Eugenia the new educational paradigm. Witzler DEsposito 06/03 15h45 s 17h15 Faculdade Cultura Inglesa - Is your learning style your teaching Lizika Goldchleger style? 13/03 14h00 s 15h30 Cultura Inglesa - Promoting effective speaking in the classroom. Ricardo Mucciolo 13/03 15h45 s 17h15 Cultura Inglesa - Motivation, a feeling or a skill? Julice Daijo 20/03 14h00 s 15h30 Actus Idiomas - The challenges of opening an English school. Juliana dos Santos Voltan Costa 20/03 15h45 s 17h15 Tripppin - Learn How to Teach Online. Mauricio Buchler 27/03 14h00 s 15h30 Cultura Inglesa - Making the difference Techniques to better work Felipe Emerick with mixed-ability groups. 27/03 15h45 s 17h15 Cultura Inglesa - Metaphorical thinking and language teaching: Rodrigo Garcia Rosa developing students communicative competence. 10/04 14h00 s 15h30 Faculdade Cultura Inglesa - Giving and receiving constructive Marilisa Shimazumi feedback. 10/04 15h45 s 17h15 Faculdade Cultura Inglesa - What does English language teaching Francisco Estefogo in the 21st century really entail? 17/04 14h00 s 15h30 Cultura Inglesa - Autonomous learners - can that become a reality? Adriana Salvanini 17/04 15h45 s 17h15 Cultura Inglesa - Hooking teenagers to your lessons. Marcela Cintra
Local: Disal Matriz - So Paulo Inscries: www.disal.com.br/eventos
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Data Local Evento Informaes e inscries 22/01 a 23/01 So Paulo - SP CNA Seminrio de Gesto Pedaggica [email protected] 11/03 a 13/03 So Paulo - SP Aliana Francesa SP [email protected] 20/3/2015 So Paulo - SP Talleres Edelsa & Disal 2015 [email protected] 18/4 a 20/04 Fortaleza - CE ACINNE www.culturainglesa-ce.com.br 29/04 a 02/05 Maring - PR CDC Maring www.culturainglesamaringa.com.br
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