New Routes N° 47

ISSN 1516-3601 #47, MAY/2012
THINKING
IN THE
EFL CLASS
Nouvelles Routes
Lintgration du tableau blanc
numrique en classe de langues:
quelles pratiques pdagogiques?
par milie Kasazian
by Tessa Woodward
Interview with
Jeff Stranks
by Jack Scholes
Nuevas Rutas:
La importancia de la enseanza
del idioma espaol en brasil
por Susana Beatriz Slepoy
de Zipman
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Sumrio
EXCLUSIVA
PARA CLIENTES DISAL
05. Editorial
06. Opinies
08. News
10. Interview
14. Cover Topic
20. Variedades
23. Escola em Destaque
25. Slang
27. Dicas
28. Livros
30. Bilingual Education
33. How do you say...
in English?
34/38.
Articles
Brazilians need to learn

English quickly!
Localising the global coursebook:
part one
41. Quiz
42. Atividades
Publisher
Renato Guazzelli
Editor
Jack Scholes
Conselho Editorial
Francisco Gomes de Matos
Graeme Hodgson
Heloisa Brito de Albuquerque Costa
Karen Fraser
Jos Olavo de Amorim
Lizika Goldchleger
Lyle French
Nancy Lake
Prof Dra. Gretel Eres Fernndez
Prof Antonieta Celani
Sara Walker
Colaboradores desta edio

Antonieta Megale
Debora Schisler
milie Kasazian
Francisco Gomes de Matos
Hugh Dellar
Jack Scholes
Jeff Stranks
Jos Roberto A. Igreja
Lilian Itzicovitch Leventhal
Mario Milani
Susana Beatriz Slepoy de
Zipman
Tessa Woodward
News
Daniela Mafra
PromoMag
Carina Randi
Juliana Camargo
Jornalista Responsvel
Jos Nello Marques / MTP: 14162
Nuevas Rutas
Sara Tcharkhetian
Nouvelles Routes
Glauco Escrcio de Carvalho
Eventos
Daniela Mafra
Arte: Projeto e Diagramao
Myat Comunicao
44. Nuevas Rutas

La importancia de la enseanza
del idioma espaol en Brasil
48. Nouvelles Routes

Lintgration du tableau blanc
numrique en classe de langues:

Quelles pratiques pdagogiques?
52. Eventos
53. Oportunidades
Profissionais
04 | New Ro u t e s D is a l
A New Routes (ISSN 1516-3601) uma publicao

digital, quadrimestral destinada a profissionais
de idiomas, institutos de idiomas, colgios de
ensino infantil/fundamental/mdio, universidades e
faculdades.
Ela um benefcio exclusivo que a Disal oferece
a seus clientes em todo o Brasil e distribuda
gratuitamente.
Se voc ainda no possui cadastro na Disal, faa-o
atravs do nosso site: www.disal.com.br e aproveite
mais essa vantagem de ser cliente Disal.
Em caso de dvidas ou mais esclarecimentos, favor entrar

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Os artigos e textos desta publicao no refletem necessariamente a opinio dos editores ou do conselho editorial, assim
como os anncios veiculados so de inteira responsabilidade dos respectivos anunciantes.
Editorial
RENOWNED ELT AUTHORS

AND PROFESSIONALS
New Routes takes great pride in being able to offer readers
a wide variety of articles, interviews, practical, innovative
suggestions and ideas from renowned ELT authors and
professionals. This issue is no exception.
Jeff Stranks starts the ball rolling in the Interview. Jeff
has been involved in ELT, primarily in the UK and Brazil,
for nearly 40 years. He shares with us some of his vast
experience as a teacher, teacher-trainer and materials writer
and discusses his ideas about English Language Teaching,
and the challenges of writing coursebook materials. Jeff is
also Second Vice President of BRAZ-TESOL and Chair of the
Academic Committee for the 13th National Conference to
be held in Rio from 16th to 19th July. He ends the interview
saying If any of the questions/answers here interest you,
youll find tons more discussion from top people in the
field in Rio in July. Have a look on www.braztesol.org.br/
nationalconvention for more details.
In the Cover Topic Thinking in the EFL Class
internationally renowned author, teacher, and teacher
trainer Tessa Woodward delves into the huge and
potentially complex area of teaching thinking skills. She
proposes a clear, practical approach to working with this,
and offers realistic tips for teachers, and practical, easyto-use activities for language classes. Her aim is to help
us teachers stay interested in our jobs and help students
cope with the demands of learning a language and living in
a restless changeable world as well as to help both parties
enjoy flexibility, fun, creativity and rigour in our work.
Localising the Global Coursebook is the first part of a twopart article by Hugh Dellar, teacher and teacher trainer at
the University of Westminster, London and co-author of
two series of five-level general English coursebooks. Hugh
looks at the serious problem of how teachers can make
students feel as if English relates to them personally, to
their lives and their own realities. He suggests that the way
teachers deal with everyday classroom materials can have
a profound effect on students relationship with English,
and he exemplifies this with detailed examples from his
own classroom experience.
These are just a few examples of contributions from
renowned ELT authors and professionals. Check out all the
sections of New Routes for many more!
Enjoy!
Jack Scholes
Editor
newroutes@disal.com.br
NUEVAS RUTAS
LA IMPORTANCIA DE LA ENSEANZA DEL IDIOMA ESPAOL
EN BRASIL
lenguas y de la enseanza del espaol en Brasil, los

acuerdos y leyes que hacen que cada vez ms brasileos
quieran aprender espaol.
En este artculo, la autora nos habla sobre las diversas

maneras de abordar la necesidad de que Hispanoamrica y
Brasil se entiendan lingsticamente hablando.
Habla adems, sobre la importancia de aprender otras
Sara G. Tcharkhetian
apoioped.espanhol@disal.com.br
NOUVELLES ROUTES
Le tableau numrique interactif (TNI)est le sujet trait
par milie Kasazian dans notre article. Lauteure
propose une rflexion concernant ces outils de plus
en plus prsents au quotidien des enseignants et des
apprenants.
Le cahier Promomag est, comme dhabitude, plein doffre.

Bonne lecture !!
Glauco E. de Carvalho
apoioped.frances@disal.com.br
New Ro ut es Dis a l | 05
Opinies
POR QUE EU LEIO A NEW ROUTES

Se voc der um pulinho na SEVEN,
voc vai encontrar quase todos
os exemplares da New Routes em
nossa biblioteca. Quando a revista se
digitalizou fiquei um pouco triste por
no poder continuar a incrementar
nossa biblioteca (sou da gerao baby
boomer), mas a digitalizao na verdade
abriu um novo mundo (para gerao
X, Y e outras por vir), pois passamos
de poucos exemplares na sala dos
professores, para um acesso TOTAL a
todos. Isto democratizao! Melhor
ainda, hoje temos acesso virtual a
todas as edies. Agradeo a DISAL ter
criado a possibilidade de transformar
a revista em PDF, pois assim posso ler
tranquilamente no meu stio onde no
tenho acesso a internet.
Gosto de ler a NR primeiramente
pela variedade de assuntos, e
tambm porque uma revista que
tem contribuies ricas de colegas
brasileiros, sobre suas prticas
A New Routes
quer ouvir voc.
Esse espao da revista seu.
Aqui voc pode deixar suas opinies,
dicas, crticas, comentrios e elogios.
Entre em contato conosco, e ajude a

New Routes a ficar cada vez melhor.
newroutes@disal.com.br
Facebook - www.facebook.com/livrariadisal
Twitter - twitter.com/disallivraria
e pesquisas. Como tenho acesso

a outros peridicos, vejo que os
contribuintes da NR esto to a par
e fazendo coisas to interessantes
quanto nossos parceiros no exterior.
Gosto muito das entrevistas do Jack
e como nativa do ingls acho brbaro
a sesso de expresses para nossos
professores. Tambm onde sei que
sempre vou achar datas dos grandes
eventos no Brasil.
Agora por ser digitalizada ficou
mais fcil enviar eletronicamente
artigos que eu quero discutir ou
que sei que vo interessar meus
professores e coordenadores. Sem
dvida um fantstico instrumento
de desenvolvimento do professor
seja lendo individualmente ou para
discusso em reunies e grupos de
estudo.
Debora Schisler
Diretora pedaggica da rede de escolas
SEVEN Idiomas.
NA NEW ROUTES,
VOC ANUNCIA NO
CAMINHO CERTO.
A revista New Routes rene contedo til, entrevistas e artigos variados de
autores e profissionais de ELT (English Language Teaching), alm de renomados
colaboradores internacionais, com uma linha editorial moderna e dinmica que
abrange vrios idiomas (espanhol, francs, italiano e alemo, entre outros).
Nossos leitores usam a revista como referncia para pesquisas, o que faz dela uma
revista de longa vida til alm de poder ser acessada a qualquer momento atravs
do site da Disal: www.disal.com.br/newroutes
Excelente canal de divulgao para livros, materiais para ensino, curso para
professores, produtos e servios para escolas e professores.
Direcione seu anncio para um pblico segmentado e fidelizado atravs da
revista New Routes.
Para mais informaes entre em contato conosco.

> Marketing disal
Fone + 55 (11) 3226-3100
marketingdisal@disal.com.br
News
Expanso
O Challenge Centro de Idiomas, tradicional escola de ingls de Canoas - RS, com mais de 20 anos de experincia, inaugurou
em dezembro uma nova unidade, na cidade de Gravata. A escola faz parte do Projeto Gist Gesto em Educao, de
Franquias Metodolgicas. Esta a terceira unidade da rede, que pretende expandir negcios em outras cidades da regio.
Lanamentos
O ms de maro foi marcado por uma srie de
eventos da Disal Editora. Foram palestras de
lanamento de livros para o ensino de ingls.
Ingls para Restaurantes e Ingls Rpido,
timas opes para preparar profissionais
para os eventos internacionais que o Brasil
sediar; e Fluent Business English e Como
LER Melhor em Ingls de Jos Roberto
Igreja e Denise Santos, respectivamente.
Foram tardes animadas em que
profissionais de idiomas puderam
compartilhar experincias e levar novos
contedos para seu dia a dia profissional.
13th Braz-Tesol National Convention

O BRAZ-TESOL promover a sua 13 Conveno Nacional
para professores de ingls na faculdade CCAA no Rio
de Janeiro entre 16 e 19 de julho. O evento contar com
centenas de apresentaes sobre as mais diferentes
reas de interesse e a participao de alguns dos
maiores especialistas do mundo: David Nunan, Herbert
Puchta, Jack Richards, Jeremy Harmer, Jim Scrivener,
Kathi Bailey, Michael McCarthy e muitos outros. Mais
informaes e inscries pelo site www.braztesol.org.br.
Visite o stand da DISAL (Sala 802, 8 andar).
News
BIC Brazilian Immersion Conference

Aconteceu de 29 de abril a 1 de maio, em So Paulo, a primeira edio do Brazilian Immersion Conference (BIC), evento
direcionado ao ensino bilngue, que teve como tema central Trajetrias para o Bilinguismo: Pedagogia, Melhores Prticas
e Responsabilidade no Processo de Ensino/ Aprendizagem.
Foram 520 participantes, 48 workshops, 6 plenrias e grandes nomes como Dr. Fred Genesee, Dra. Elena Brodova,
Dra. Myriam Met que so referncias mundiais no ensino.
O evento organizado por Lyle French, diretor pedaggico da Escola Beit Yaacov, ter edies anuais com formatos
alternados. Anos pares com formato de conferncia com call for papers e anos mpares com formato mais de simpsio,
sem o call for papers.
Dr. Fred Genesee e Lyle French
Andra Miyata e as ganhadoras:

Sandra Mori e Marina Del Bianco
XI Ciclo de Talleres
de Espaol
No ms de agosto a Editora Edelsa e
a DISAL realizaro o
XI Ciclo de Talleres de Espaol.
Este ano, os eventos traro como
tema a produo oral e o
ensino para adolescentes.
As palestras sero ministradas por
Aino Polo, autora do livro Cdigo ELE
e assessora pedaggica da Edelsa
e acontecero nas cidades de Curitiba,
Porto Alegre, Salvador, Recife,
Braslia, Belo Horizonte, Rio de Janeiro
e So Paulo.
As palestras sero realizadas no
Instituto Cervantes em cada cidade.
APOIO
Veja mais informaes na pgina 55

de Eventos desta edio.
Interview with Jeff Stranks by Jack Scholes
Jeff Stranks
NR: Could you please tell us first a little about your
background and how you started writing English Language
Teaching coursebooks?
JS: Synopsis: did literature at university; fell into ELT and
quickly learned to love it; was a teacher for some years;
got into teacher-training and loved it even more; got really
interested in materials, especially for teaching grammar and
lexis; did some conference presentations on possible kinds
of activities and materials for grammar teaching; someone
in the field liked a presentation and invited me to do a
small-scale writing project; that turned into an invitation
to do bigger-scale things, i.e. a full-blown coursebook
series. I never planned to become a materials writer, it just
happened. I got lucky.
NR: What are the main changes in ELT materials that you
have observed over the past 20 years?
JS: Im going to take materials to mean coursebooks and

then say that they are a lot better in many ways. I think
the most important change is in the attention that is now
being paid to lexis. The speed of change may seem glacial
but if you really look at coursebooks now being produced,
especially in the adult market, and compare them to even
ten years ago, youll see that far more attention is given
to expansion of lexis and areas such as collocation. This,
to me, is excellent news since Ive always held the belief
that lexis is absolutely central to language learning (see
below). Theres a way still to go though publishing and
indeed teaching tend to be fairly conservative enterprises,
and so the predominance of grammar continues and will
continue for some time to come. But a course I am currently
working on, for example, has many more pages of lexical
development than it has of grammar work, and Im very
pleased about that. A great deal of the inbuilt evaluation
in the course will be lexically based too. And thats crucial:
Ive always believed that tests and examinations are the

things that have the most weight in changing approaches
to ELT. If they have a stronger focus on lexis, then teachers
and materials will follow suit.
in materials writing? To what extent do you make use of

authentic corpora when writing coursebooks?
JS: My reaction would be to ask any teacher who holds a

view like this to reconsider! First of all, when were talking
about lexis, then the notion of level is one that isnt of great
concern to learners, of whatever age. A far more important
criterion is relevance to the learners. Another one might be
memorability.
And then Id go on to point out that when you learn another
language, by far the biggest task is building a large lexical
base everything depends on it, and that includes of
course successful listening and reading. So when are we
going to start? When the learners are intermediate? No it
cant wait. We have to find stimulating ways of presenting
large amounts of lexis to our learners. They wont learn it
all in one go, of course not but by definition, if you never
meet a lexical item you cant possibly learn it, so I consider
it to be a prime responsibility for teachers to help learners
meet, remember and use as much lexis as possible.
JS: Corpora have made a difference, certainly to my

work. I use a corpus which I have access to quite a lot
checking out intuitions (Im more often wrong than right),
looking for natural examples of language use, investigating
collocations. Its great but to really use a corpus well
you need training and practice, and as I remember Mike
McCarthy saying years ago, you need to know what
questions to ask it. I and my colleagues get great support
from a team at CUP who can investigate a corpus much
better than I can. They can, for example, use the corpus
to tell us about which verbs occur most frequently with a
given verb tense; which 2-, 3- or 4-word phrases occur most
commonly in spoken conversation (very useful for writing
dialogues and listening texts); whether have something
done or get something done is more frequent and in which
genre; and so on.
But using a corpus has to be balanced, in materials writing,
with matters of pedagogy: frequency and level appropriacy,
for example, clearly dont always go hand-in-hand. The
impact of corpora has been great and hopefully it will grow
but materials writers still need to know when to draw
on the information a corpus offers, and when to use their
experience as a teacher and their knowledge of students
and learning.
NR: Do you believe digital technology will completely take

the place of paper-based textbooks by 2020?
NR: In this fast-changing world, what is the biggest challenge

to keep up-to-date with writing materials?
JS: I honestly dont know. It looks like things are heading

that way when we look at the rise of e-books, for example.
But you have to consider, of course, the extent to which
the technology is made available beyond people who can
afford to pay for it themselves there will still be paperbased textbooks as long as there are people to whom
access to digital technology is denied, for whatever reason.
But what I think we have seen over the last decade or two
is that punditry about whats coming next and whats round
the corner, so to speak, tends to be wrong. So I think well
have to wait and see.
Having said that: if you want to get much better
informed opinion than mine, try Valeria Franas blog:
http://valeriabfranca.wordpress.com and look for a post
on 29 February 2012.
But Id want to add here that I think the question about
digital technology or indeed any other technology is not
so much whether it will take over from books, but more
whether it might come to dominate teacher thinking so
much that really important and still unresolved matters
about language and about methodology get overlooked. You
see that sometimes in articles and posts the teacher who
gets her class to do blogs because blogs are wonderful,
but when you look closer and ask questions about learning
outcomes, it can look a bit thin sometimes.
JS: Well the obvious answer is that, given theres a time-lag

between the writing of a book and its actual appearance, a
text or two might contain information thats no longer true
or thats become very common currency. And you always
have to be careful with IT and pictures of things like mobile
phones (have a look at a coursebook from around 2000 and
its photos of computers or phones). And including e.g. IT
vocabulary is tricky what will still be relevant in 5 years
time? But its not really that big a problem. There are many
transitory things around that we can write about, but there
are so many constant themes of human interest that its not
too hard to write material that wont date much.
There are, though, interesting questions about language.
Take this example: in spoken conversation these days,
reported speech is almost nothing like what gets taught in
EFL books. People now tend to say things like: So, he didnt
like that at all, and he was like Youre joking and I was like
No Im not!, etc. This has been going on for a while will it
continue? Do we put it into materials? There are all kinds of
arguments around a question like this, and one of them is
about transience. It isnt easy we dont have crystal balls.
NR:What is your reaction to statements like many of these

phrases are above my students level, sometimes said by
teachers as a reaction towards developing a wider scope of
lexis at elementary levels?
NR: How do you see the role and applicability of corpora
NR: In what ways do you think materials development will

change in the near future, especially here in Brazil?
JS: Another crystal ball question! And another one I really
dont know the answer to. But Id certainly hope to see
Brazilian materials development grow, and with more and

more Brazilian authors. Theres tremendous talent here,
without a doubt.
NR: What would be your advice to a beginning teacher as
to the path s/he should take to get involved in materials
development?
JS: Briefly work hard and get lucky. Because there is a
degree of luck involved, as in every other profession: the
actor Richard Burton said once that he would often go to
young actors workshops and see people at least as talented
as him, so he could only assume he got lucky by being in the
right place at the right time. And thats what happened to
me too. So my advice is: work hard at what you do now and
be as good at it as you can; go to conferences and present
your work; talk to people and network; pester publishers;
be as present as you can be in your profession. And keep
your fingers crossed. And if you dont get into materials
development, you may find yourself doing something you
are better at and enjoy far more anyway.
NR: On a personal note, what do you find most enjoyable
and also least enjoyable about your work as a coursebook
writer?
JS: I get little enjoyment out of proof-reading its important
but not much fun and a lot of my working life is spent in
my own office at home, in front of a computer, which can
get a bit solitary sometimes.
By far the most frustrating part of writing coursebook
materials is that there are topics that often cant be
touched. I know that if I mention, for example, narcotics or
atheism or homosexuality, even tangentially, it will almost
certainly be edited out, since some potential markets and
users will be offended by it. I understand the commercial
reasoning, but I dont like it at all.
But the pluses far outweigh the minuses. I work with

excellent colleagues (not only co-authors, but people who
work for the publishing companies too CUP in Brazil are
wonderful) and I can often plan my working life according
to my own wishes. I also get a kick out of trying to hone
and polish texts and exercises, to try to get them as right
as possible it appeals to my nature, though it makes me a
bit slow! And its always genuinely gratifying when I meet,
as Ive been fortunate enough to do on several occasions,
teachers and learners who say they have enjoyed using
books Ive been involved in writing. Positive feedback you
cant beat it.
NR: As well as being a textbook writer you are also Second
Vice President of BRAZ-TESOL, responsible for producing
the Newsletter. You are also Chair of the Academic
Committee for the 13th National Conference to be held in
Rio from 16th to 19th July. What final message would you
like to give to all our readers about BRAZ-TESOL and the
forthcoming National Conference?
JS: Joining BRAZ-TESOL was one of the first things I did
when I came to Brazil. Ive never regretted it. What I
like most about it is that its almost entirely voluntary
there are two salaried employees in So Paulo, who are
brilliant, but everyone else gives freely of their own time,
whether at Board or Chapter level, or in the SIGs. This
means that BT can keep membership and event charges
really low, and its run by teachers and for teachers. So Id
encourage all ELT professionals to consider joining. And
our conference in Rio in July looks like being a really good
one, with an excellent array of well-known international
speakers, plus a show of Brazilian excellence too. If any of
the questions/answers here interest you, youll find tons
more discussion from top people in the field in Rio in July.
Have a look on www.braztesol.org.br/nationalconvention
for more details.
The interviewee
Jeff Stranks has been involved in ELT, primarily in the UK and Brazil, for nearly 40 years, mostly as a teacher and
teacher-trainer, and latterly as a materials writer. He has several series of books published, in particular English in
Mind and More!, both with co-authors Herbert Puchta and Peter Lewis-Jones, and with Cambridge University Press.
He lives in Braslia.
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Cover Topic
by Te s s a Wo o d w a r d
THINKING
IN THE EFL
CLASS
Introduction
In conference presentations these days,
in articles in professional magazines, on
internet web sites, in English for Academic
Purposes (EAP) settings, and also in
some primary, secondary and tertiary
syllabuses recently, you may have noticed
that there has been an increased interest
in teaching thinking skills. Thinking and
the idea of teaching thinking is a huge
and potentially very complex area. I have
come up with a clear, practical approach
to working with it. My aim is to help us
teachers stay interested in our jobs and
help students cope with the demands of
learning a language and living in a restless
changeable world as well as to help both
parties enjoy flexibility, fun, creativity and
rigour in our work.
Realistic tips for teachers and practical, easy-to-use

activities for language classes could be included under
the headings:
# Fundamentals
# Building concepts, looking for patterns and memorising
# Keeping it practical: ways of structuring lessons to work
with thinking, exploratory talk and imaginative education
# Using everyday thinking frameworks for mental exercise
# Creative thinking
# Thinking clearly about texts and situations
# Designing tasks and activities to encourage thinking
Cover Topic
the provenance and balance of texts, and sort out true

facts from mistakes and opinions. We can help them to go
beyond uncritical acceptance of what they see and hear. We
can help them build their general knowledge as we build
ours with them, learn from stories and think clearly about
problematic situations.
- Designing tasks and activities that actually encourage thinking
Practical tips
Heres an example of a teaching tip. It is about Wait-time
which I mentioned above.
Breaking it down
Wait-time
To break things down a bit further I give tips and activities

to help us start work on the following:
Wait-time is when the teacher pauses in class and

.. waits!
There are two different times when it is invaluable. First,
just after we have asked a question. Secondly, after we have
received an answer. Thus
- Building a good atmosphere in class so we avoid

blocking our students and supporting them as they settle
down, attend, notice things, think and learn. A couple of
ideas here are extending wait time (see the teaching tip
below), stopping ourselves from echoing (i.e. repeating
what a student has just said for no good reason), asking
good follow-up questions and including some positively
motivating class activities.
- Providing practice in the types of thinking of maximum
relevance to language learning such as patiently building
and stretching concepts, looking for patterns and
memorising using a variety of mnemonics.
- Learning more about exploratory talk (Mercer 2000) and
how to achieve it with students.
- Playing with simple thinking frameworks such as listing
and reversals to give students and ourselves mental
exercise and fun.
- Working with some of the basic principles underlying
creativity, such as, being prolific, creating novel or unusual
combinations, making thinking visible and using generative
frameworks and building empathy (See the practical
activity below).
- Helping students to think clearly about texts and
situations. For example, they can be encouraged to check
Teacher: What do you notice about the sentences in this story?

Pause
Student 1: Theyre all short.
Pause
Student 2: Therere no commas or anything.
If we wait after we have asked a question and after a student
has ventured an answer, we give students time to think.
Research tells us (Rowe, 1978) that good wait-time will get
us more and longer answers from more students who will
also start to build on each others contributions. Increasing
wait-time also appears to increase student confidence and
speculative thinking. It will also give us teachers benefits.
The quantity of our questions may go down while the
quality may go up. We may become able to ask questions
that require our students to do more complex informationprocessing and thinking. We may thus improve the quality
of our own utterances and interventions because we have
time to think about them. Disciplinary problems may also
decrease. The concept of wait-time can be shared with
students too.
Cover Topic
If you find pausing after questioning hard, try
Intermediate upwards
noticing your breathing and gestures and keeping them

relaxed
slowly and silently counting One Mississippi, two
Mississippi up to five, slowly
calmly looking round the classroom
mentally checking that your own question was a wellworded, clear and relevant one.
Time
Phillip Burrows
30 minutes
Materials/Preparation
You need an A4 portrait of an unknown person who is
very different in look, age and life experience from your
students. Put the portrait on a piece of card. Cut out a piece
of blank paper about the size of the face, and clip it onto
the portrait, leaving only the edge of the face and the hair,
neck, shoulders and periphery details visible. Think up the
sorts of questions that might be asked about the person
by people seeing this doctored picture, and for levels up
to lower intermediate think up some possible answers and
make notes on the back of the picture.
In class
1. Choose a student to help you who is capable of stepping
into someone elses shoes.
Practical activities
Here is an example of a practical activity designed to build
empathy.
Questions to the head
Building empathy
Focus
Encouraging students to think what it would be like to be
another very different human being. Speaking and listening.
Asking and answering personal questions.
Level
2. Show the rest of the class the partly masked portrait.

Ask them to look carefully at whatever they can see of hair,
clothing etc.
3. Ask them to write down ten questions they would like to
ask the person when that person visits their classroom soon
for an interview. You can write some question words on the
board to help them, e.g. what, who, when, why, which, how
many, how long, do, did, are, is, have, depending on what
they know. At higher levels, write some more interesting
ones such as What if ? Supposing ? and I wonder if
4. Once students are settled writing questions, take your
chosen student to a quiet corner and secretly show them
the whole picture. Help them (for lower levels, using your
notes on the back of the picture) to predict the sorts of
questions they will be asked by their classmates and the
Cover Topic
sorts of answers the person in the picture might give. Leave

your volunteer to prepare, and go back to help your writing
students.
5. Bring in the volunteer, holding the masked picture in
front of their face, introduce them as a mystery guest and
sit them in front of the class.
6. Students then ask their questions, and the volunteer
answers them in the role of the person in the picture.
Keeping the portrait held up in front of their face will make
the interview more lifelike for the rest of the class and will
enable the portrait holder to read any notes on the back of
the picture.
7. Thank the mystery guest and let them go back to their
seat. Ask the students if they would like to see the whole
portrait. If they would, show it to them.
Follow-up
1. Students discuss, in small groups or plenary, what they
have learned about the mystery guest.
2. Students write a summary of what they have learned.
If the person in the portrait was from a definite cultural
group, (e.g. Native North American) or specific population
(e.g. a prisoner), students can research that before writing
to make their work factually correct.
Variations
A. The questions to the head can be written for homework
and checked by you before the interview takes place in
class. The protagonist can prepare for homework, too,
as long as you can trust them not to reveal too much to
classmates before the follow-up class. (If they did, it would
take away the useful element of surprise and mystery.)
B. Students can choose portraits and prepare a role play.
They may well choose pictures of celebrities, which will
Cover Topic
Being realistic and practical

mean some students may know quite a lot about the person
in the picture.
C. Instead of using a partially covered picture, you can
sketch the outline of an androgynous figure on the board.
Students brainstorm characteristics, and these are written
up inside the figure. Students then brainstorm external
factors such as appearance, context or influences, and
these are written up around the figure. Continue until a
character has been created. Students can then write a short
paragraph about the character, or can discuss what kind of
house, weekend, job or holiday the character might like.
Acknowledgements
Most EFL state school teachers and most adult education

teachers are in settings that limit our ability to change
our curriculum, materials, activities and course plans.
Although we naturally encourage students of English as a
foreign, other or second language to build concepts, notice
patterns, memorise, use exploratory talk and so on, we
do not usually have much extra time to work on creative,
critical or compassionate thinking. We therefore need ways
of working with thinking that are realistic and doable in our
everyday situations. We need time-efficient ways of keeping
our own thinking fresh and helping our students to think
clearly, critically and compassionately.
Bibliography
I learned the main activity from John Morgan. A version

of this activity appeared in Lindstromberg (2004). I learnt
variation C from the Department of Education and Skills
MFL Learning Unit web site.
Lindstromberg, S (2004) Language activities for teenagers

Cambridge University Press
Mercer, N (2000) Words and Minds Routledge
Rowe, M.B. (1978) Teaching science as continuous enquiry
McGraw-Hill
Woodward, T (2011) Thinking in the EFL Class Helbling
Languages
About the Author

Tessa Woodward is the author of Thinking in the EFL Class (2011) - Helbling Languages. She is a teacher, teacher
trainer and the Professional Development Co-ordinator at Hilderstone College, Broadstairs, Kent, England. She is
also the Editor of the Teacher Trainer Journal, a Pilgrims publication. She writes books and articles for both teacher
trainers, mentors and teacher educators and also teachers. In her spare time she likes riding, walking, singing,
dancing, reading and being with friends. She likes a laugh and is married to Seth Lindstromberg!
AS MELHORES
OFERTAS DE LIVROS
E MATERIAIS
DIDTICOS ESTO
NA PROMOMAG.
> ACESSE O SITE DA DISAL

WWW.DISAL.COM.BR
OU CLIQUE AQUI E CONFIRA.
Variedades
STRANGE LAWS IN ENGLAND
1. It is illegal to die in the Houses of Parliament.

2. Placing a postage stamp that bears the British King or
Queen's image upside-down is considered treason.
6. It is illegal to enter the Houses of Parliament wearing

a suit of armour.
3. Those wishing to use a television must apply for a license.
7. It is legal for a male to urinate in public, as long it is on

the rear wheel of his motor vehicle and his right hand is
on the vehicle.
4. In the UK, a pregnant woman can legally relieve herself

anywhere she wants.
8. It is illegal to stand within one hundred yards of the

reigning monarch when not wearing socks.
5. The head of any dead whale found on the British coast

automatically becomes the property of the King, and the
tail of the Queen.
9. Destroying or defacing money is illegal.

10. Damaging the grass is illegal.
TONGUE TWISTERS
A tongue twister is a word or phrase that is difficult to say
correctly because it contains many similar sounds. Here
are just a few for you to enjoy with your students. They
are great as either warm-up or cool-down activities. Try to
repeat them several times, as quickly as possible.
Irish wristwatch.
Selfish shellfish.
Three free throws.
She sells seashells on the seashore.
Ed had edited it.
Around the rugged rocks the ragged rascal ran.
Red lorry, yellow lorry.
What time does the wristwatch strap shop shut?
Betty better butter Brads bread.
I can think of six thin things and of six thick things too.
Variedades
RIGHT OR WRONG ANSWER?
1. In which battle did General George A. Custer die?

His last battle.
2. Where was the Declaration of Independence signed?
At the bottom of the page.
7. How can a man go eight days without sleeping?

No problem, he sleeps at night.
3. The Brazos River flows in which state?

Liquid.
8. How can you lift an elephant with one hand?

You will never find an elephant that has only one hand.
4. What is the main reason for divorce?

Marriage.
9. If you had three apples and four oranges in one hand and
four apples and three oranges in other hand, what would
you have?
Very large hands.
5. What can you never eat for breakfast?

Lunch and dinner.
6. What looks like half an apple?
The other half.
10. How can you drop a raw egg onto a concrete floor
without cracking it?
Any way you want, concrete floors are very hard to crack.
FUN WITH WORDS

1. What do these words all have in common?
redder
deified
racecar
kayak
level
civic
rotator
madam
refer
tenet
2. And what do these seven words all have in common?

Look at each word carefully.
1. Banana
2.
Dresser
3.
Grammar
4.
Potato
5.
Revive
6.
Uneven
7. Assess
Answer:
2. This is really cool. In all of the words listed, if
you take the first letter, place it at the end of the
word, and then spell the word backwards, it will be
the same word.
Answer:
1. They are all palindromes words that are the same
whether you read them forwards or backwards.
Gramtica en
CONTEXTO
RECOMENDADA PARA PREPARAR SUS

ALUMNOS PARA EL VESTIBULAR
Por n una gramtica de referencia para aprender y practicar en
contexto que tiene en cuenta las variedades del espaol y que
recoge las dicultades de nuestros estudiantes. Combina en un solo
volumen teora, prctica y ejercicios.
Elaborada por un equipo de autores que trabajan desde hace aos en
Brasil, presenta 60 temas de gramtica de referencia y 2 apndices
de fontica y ortografa que siguen las normas y la terminologa de la
Nueva gramtica de la RAE (2009) y del Diccionario panhispnico de
dudas (2005).
Est destinada tanto al trabajo de aula como al autoaprendizaje. Se
dirige a estudiantes de espaol desde el nivel inicial (A1) hasta el
avanzado (B2+).
Los captulos estn organizados siguiendo la progresin general de
los cursos de espaol y tienen en cuenta los distintos estadios de
aprendizaje.
Cada uno de los 60 captulos se organiza en cuatro pasos:
1. En contexto: reconocimiento de las estructuras gramaticales a
partir de textos autnticos.
2. Las formas: presentacin esquemtica de las estructuras.
3. Los usos: explicaciones pragmticas.
4. Ejercicios.
La presentacin de los contenidos se realiza a travs de 250
muestras de lengua autnticas, con una gran diversidad de
gneros textuales (literarios, periodsticos, blogs, letras de
canciones, anuncios, etc.). Dado que la comprensin de los textos
no garantiza el aprendizaje de las estructuras lingsticas y que
una mala interpretacin puede crear falsos amigos, tras la lectura,
se proponen actividades de identicacin y reexin.
Recoge ejemplos de las distintas variedades del espaol.
Ofrece una exposicin clara de los contenidos mediante cuadros,
esquemas y aclaraciones adicionales que facilitan la comprensin
de los temas.
Proporciona 465 ejercicios graduados, variados y desaadores en los que
se siguen tres pasos:
1. Identica: reconocimiento de las estructuras.
2. Practica: ejercicios controlados sobre las formas y los usos.
3. Aplica: produccin signicativa utilizando en contexto los contenidos aprendidos.
Para ms informacin
en contacto
con:
Para ms entre
informacin
entre en
contacto con:
SaraTcharkhetian
Ganimian Tcharkhetian
| Apoio Pedaggico
Espanhol
Sara Ganimian
| Apoio Pedaggico
Espanhol
apoioped.espanhol@disal.com.br
|
Fone:
11
3226-3102
apoioped.espanhol@disal.com.br | Fone: 11 3226-3102
Escola em Destaque
CCBEU Tup - Uma Histria

de Sucesso
Quarenta anos de ensino, dedicao, reconhecimento e

profissionalismo.
Foram mais de 7000 alunos que passaram pelo CCBEU Tup e aprenderam ingls atravs de um ensino verdadeiro
e de qualidade.
O Centro Cultural Brasil Estados Unidos - Tup foi fundado
em fevereiro de 1972 pelo idealismo e esprito empreendedor
de Edmond Atallah e Walkiria Darahem.
O CCBEU - Tup tem por objetivo incentivar o intercmbio
cultural entre o Brasil e os Estados Unidos atravs do
ensino da lngua inglesa e da promoo de atividades
sociais, culturais e educacionais.
reconhecido oficialmente pela Embaixada dos Estados
Unidos como Outstanding Center- Centro de Excelncia
pela qualidade no ensino da lngua inglesa e pela divulgao
de programas culturais (www.embaixada-americana.org.br).
O CCBEU - Tup tambm faz parte da Coligao das Entidades
de Educao e Cultura Brasil Estados Unidos, oficialmente
reconhecida pela Embaixada Americana. Para obter o status
de Centro Binacional, as instituies se submetem a uma
rigorosa avaliao dos seus departamentos acadmicos.
Alm disso, reiteram seu compromisso com o intercmbio
cultural e o envolvimento comunitrio nas regies em que
atuam (www.coligacaobnc.org).
Uma das grandes conquistas do CCBEU - Tup em 2001 foi
o credenciamento como Centro Autorizado para aplicar
os Exames de Competncia e Proficincia em Ingls da
Universidade de Michigan (Ann Arbor, Michigan, USA).
O CCBEU - Tup sente-se honrado em poder proporcionar

a toda comunidade de Tup e regio a oportunidade de
realizar em suas dependncias os importantes Exames da
Universidade de Michigan, o que antes s era possvel nas
capitais do pas e em cidades de maior porte.
Pelos servios que tem, prestado comunidade ao longo
dos anos, o CCBEU - Tup tem recebido prmios e distines
das quais destacamos alguns:
Projeto Adotei um Sorriso (Fundao Abrinq) - pela
distribuio de bolsas de estudos a alunos carentes.
Cmara Municipal de Tup - por importantes e relevantes
servios prestados comunidade.
Seguindo uma politica de qualidade atravs da valorizao
de seus profissionais e mantendo a seriedade que sempre
o distinguiu, o CCBEU - Tup usa os mais atualizados
mtodos de ensino da lngua inglesa, incorporando os
novos recursos tecnolgicos:
Professores em constante aperfeioamento atravs de
cursos, workshops e treinamentos especializados.
Mtodos de ensino permanentemente atualizados.
Modernos materiais didticos.
Uso de recursos tecnolgicos, tornando melhor e mais
fcil o aprendizado.
Atividades extra-classe inseridas no projeto didtico.
Excelente ambiente entre alunos, professores e
funcionrios.
H 40 anos o CCBEU referncia no ensino da lngua inglesa
em Tup.
www.interamericano.com.br
Livros
Voc, e mais ningum, sabe o que melhor para sua escola.

A Cambridge University Press a editora que reconhece e respeita a individualidade da sua
escola, oferecendo seus produtos e servios de comprovada qualidade para contribuir com o
seu sucesso. Confira os principais servios oferecidos sem nus e sem burocracia contratual.
Suporte ao Professor
Equipe de consultores especializados para assessorar e treinar professores e coordenadores.
Apoio s adoes
Condies especiais para todos os materiais para professores e de sala de aula que suportam as adoes;
Disponibilizao de links com contedo extra para o site da escola (dicionrios, atividades para os alunos);
Contribuio aos projetos sociais encampados pela escola, na forma de doao de materiais e treinamentos.
Solues de marketing
Utilizao do selo Cambridge University Press Educational Partner*;
Customizao de capas de livros Cambridge University Press adotados (acima de 300 unidades/ano por ISBN);
Customizao de produtos Cambridge University Press adotados (acima de 1500 unidades/ano por ISBN).
*critrios para a concesso do uso do selo sob consulta.
Certificao Cambridge
A Cambridge University Press a fornecedora oficial de materiais para todos os exames Cambridge Esol e a
nica a utilizar material autntico de exames anteriores para prtica de seus alunos.
Para saber mais sobre nossos servios entre em contato

atravs do atendimento@cambridge.org.br ou 11 3146-3333
by Jack Scholes
Slang
ONOMATOPOEIA
TO BARF
VOMITAR; CHAMAR O HUGO
Im going to barf.
Vou vomitar.
Barf uma palavra onomatopica: seu som reproduz
o da ao descrita (tal qual o Hugo da gria brasileira).
> > to chunder (AUS); (to) puke
WOW
SUCESSO EXTRAORDINRIO
YUMMY
DELICIOSO, GOSTOSO, MARAVILHOSO
Hes a real wow with the girls.

Ele faz um sucesso danado com as
garotas.
This strawberry pie is so yummy!

Essa torta de morango est to gostosa!
A palavra Wow! (Uau! Opa!), usada

para demonstrar surpresa e alegria,
tambm empregada como substantivo
para designar qualquer pessoa ou
coisa que faa sucesso ou cause boa
impresso.
Existe tambm o verbo to wow,
impressionar, encantar, empolgar.
Exemplo:
The band wowed audiences everywhere
they played.
A banda empolgou as platias em todos
os lugares que tocou.
OOMPH
VIGOR, VITALIDADE, ENERGIA,
ENTUSIASMO; PIQUE
You need lots of oomph to deal with
children.
preciso muito pique para lidar com
criana.
Oomph um termo onomatopico
que reproduz o som de uma arfada de
satisfao.
Yummy normalmente se refere a comida,

mas tambm pode descrever uma
pessoa, no sentido de ser sexualmente
atraente. Exemplo:
Her brother is really yummy!
O irmo dela muito gostoso!
TO YACK/YAK
FALAR DEMAIS, TAGARELAR,
NORMALMENTE SOBRE COISAS SEM
IMPORTNCIA
Shes been yacking for hours.
Faz horas que ela est tagarelando.
> > to blab/blabber; chinwag (UK); to
natter (UK); to shoot the breeze/bull
(US); to have verbal diarrhea; windbag
ZONKED (OUT)
EXAUSTO, DESMAIANDO DE SONO;
PREGADO
I was really zonked after the trip.
Eu estava pregado depois da viagem.
To zonk (out) um verbo onomatopico
que significa perder a conscincia
sob o efeito de drogas. Usa-se a
expresso zonked (out) no sentido de
completamente exausto.
YUCK! / YUCKY
URGH!
Yuck! What a disgusting smell!
Urgh! Que fedor nojento!
Yuck! uma exclamao onomatopica
de nojo ou desagrado. O adjetivo
informal yucky designa qualquer coisa
ou pessoa suja, nojenta, asquerosa.
Essas palavras tambm podem ser
escritas como yuk/yukky.
(A) BUZZ
TELEFONEMA, CHAMADA TELEFNICA;
UM FIO
Give me a buzz tomorrow.
Ligue-me amanh.
Essa gria vem do sentido original da
palavra buzz - o zumbido de um inseto
como a abelha.
See PromoMag Page 03
The author
Jack Scholes is the author of Guitar Glory (Saraiva), Ingls para Curiosos (Papier), OK! Curiosidades divertidas do
ingls (Campus), Slang - Grias Atuais do Ingls (Disal Editora), Modern Slang (Disal Editora), Slang Activity Book (Disal
Editora) Gems of Wisdom (Disal Editora), Break the branch? Quebrar o galho (Disal Editora), Why do we say that? - Por
que dizemos isso? (Campus / Elsevier), The Coconut Seller (Helbling Languages) and Ingls Rpido (Disal Editora).
Email: jack@jackscholes.com
NOVEDAD !
Conjugar verbos de
Espaa y de Amrica
Sustituye al Conjugar es fcil
Existen muchos libros de verbos espaoles
pero ninguno ofrece estas particularidades.
1. Adaptado a la Nueva Gramtica de la Lengua Espaola de la
Real Academia
2. Adaptado a la Nueva Ortografa propuesta por la Asociacin
de Academias de la Lengua Espaola.
3. Grabacin audio de todas las tablas de verbos con sus tiempos
y modos.
4. Presenta tambin la conjugacin con vos.
Todo un referente, indispensable en la biblioteca del
hispanohablante.
Secciones:
1. Gramtica del verbo espaol: 29 pginas de presentacin y explicaciones de la conjugacin: regular, irregular, participios, verbos
defectivos y cuadro sinptico de formacin y terminaciones verbales.
2. 82 tablas de verbos modelos de conjugacin.
3. Una lista de ms de 4.400 verbos por orden alfabtico y acompaados del nombre y del nmero de la tabla modelo que le corresponde.
4. Verbos hispanoamericanos con indicacin de la zona de uso y la explicacin de su significado.
5. Ms de 1500 verbos con su rgimen preposicional y con ejemplos.
6. Verbos del lenguaje informtico: una recopilacin de ms de 200 verbos con un espacio para poder traducirlos en el idioma del usuario.
7. Andando por la calle: frases hechas y expresiones figuradas corrientes de Espaa y de Hispanoamrica.
Para ms informacin entre en contacto con:

Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol
Sara Ganimian Tcharkhetian
| Apoio Pedaggico Espanhol
Dicas
COMMUNICATIVE DIGNITY:
A CHECKLIST
Francisco Gomes de Matos - Associao Brasil Amrica, Recife, Brazil | Founding member of the WORLD DIGNITY UNIVERSITY
DIGNITY is conveyed by actions, especially INTERactions, so here is a Checklist focused on the COMMUNICATIVE
dimension of DIGNITY. In this age of increasing interest in / research on Phraseological studies, a plea is made for
linguists, communication scholars, psychologists, language educators, lexicographers to probe the phraseologies
of Dignity in as many languages as possible. As language users, we resort to and create phraseologies of many kinds,
for multipurposes. A systematic, computerized treatment of DIGNITY-promoting phraseologies across cultures
would greatly enhance our vision of WORLD DIGNITY.
A Checklist (for you to add to, reflect on, apply, etc) of some Key-questions:
In an interaction (friendly chat, discussion, debate, etc), do you know how to...
1. express your opinion / view respectfully? How? How do

you introduce your ideas?
2. disagree respectfully? How? What dignifying expressions
do you use?
3. refer to your interlocutors opinion / view positively? (as
a "contribution", for instance?)
8. propose alternate interpretations / solutions (to a

problem, for instance), rather than to impose them?
How do you do that? What do you typically say in a
situation like that? Do you usually achieve the intended
conciliatory effect?
9. deal with controversial issues constructively, positively,
optimistically, rather than negatively, pessimistically? How
convincing do you usually sound?
4. harmonize apparently conflicting views? How?

5. tend to overuse "I", "me", "my" instead of cooperatively /
empathically prioritizing "you and me", "you", "your", "our",
"lets"...
6. apologize when you unintentionally say something that
might hurt your listeners feelings? How?
7. acknowledge an infelicitous, inappropriate, inaccurate
idea of yours by saying things like "Sorry. I admit Im wrong
.... or I apologize for .... or, still, Let me correct what I hastily
said about....
10. optimize your communicative dignity? What strategies

do you use which reflect your belief in / acceptance of
Human Rights and Peace?
11. communicate for the good of all involved in the
interaction? Do you apply communicative peace in your
formulation of issues,problems and solutions thereof?
12. observe and learn from communicators effectiveness
as DIGNIFIERS? How?
Dedicated to the WORLD DIGNITY UNIVERSITY

on its launch at the UNIVERSITY OF OSLO, NORWAY
June 24th, 2011
Livros
Book Review
INGLS PARA RESTAURANTES
Tnia De Chiaro,
Disal Editora, 2011
303 pginas
Veja PromoMag Pgina 12
Fruto de pesquisas e experincia em desenvolver material

didtico da autora, esse livro para profissionais da rea
de alimentos e bebidas de hotis e restaurantes revelase muito oportuno dado o mercado emergente, com a
constante chegada de investidores estrangeiros ao Brasil e
oportunidades corporativas.
A autora usa voc e estabelece um relacionamento muito
prximo ao aluno, o que facilita o processo de aprendizado.
O Guia de Estudo representa um papel fundamental e se
apresenta bem estruturado e objetivo. Visualmente de fcil
compreenso, estimulando o aluno a interagir.
O livro se divide em 6 captulos temticos: Customers
reception; Menu service; Other service options; After the
main course; Bar and Breakfast; Complaints, requests and
information, principais tpicos da necessidade de A&B.
O aluno guiado pelas etapas do conhecimento desde
a introduo do assunto, passando pela prtica at a
produo. H um resumo do que ser estudado no incio

do captulo apresentando as cinco situaes que sero
estudadas sobre o assunto proposto, bem como indicao
das fases da lio: Vocabulary (ligado situao / contexto),
Basics (assuntos bsicos que todos devemos saber como
horas, nmeros etc), Glossary 1 (Resumo do captulo,
traduo, dicas profissionais), Bonus 1 (reviso), Quiz 1
(Atividade que testar o que o aluno aprendeu no captulo),
Answers (Respostas do captulo).
A destacar os CDs que garantem o treino de pronncia e
entonao alm da atividade THINK ABOUT, momento de
reflexo e transposio na qual o aluno levado a refletir
sobre o conhecimento adquirido versus seu conhecimento
prvio, anotando exemplos e fechando a unidade de forma
concreta dentro de sua experincia profissional.
Excelente iniciativa voltada para o mercado nacional,
com proposta metodolgica completa, de qualidade
e competitiva!
Autora da resenha
Lilian Itzicovitch Leventhal, autora de Ingls 10! (Disal Editora, 2006) co-autora de Ingls 11! (Disal Editora,
2007), autora de Ingls Teen!, 2008!, co-autora de Dream Kids (Pearson Education, 2011), diretora da Potential
Consultoria em Escolas de Idiomas, coordenadora de escola particular em So Paulo, teacher trainer.
E-mail: lilian@potential.com.br.
Livros
Eu Recomendo
Mais Plato, menos Prozac

O filsofo Lou Marinoff traz ao leitor, de forma surpreendente, maneiras vrias
de soluo de conflitos interiores, colocando ao alcance de cada um, conceitos
capazes de revolucionar organizaes, homens e mulheres.
Em sua obra Mais Plato, Menos Prozac, os filsofos Plato, Aristteles, Kant
e Kierkegaard, entre outros, so os verdadeiros fios condutores nas questes
relacionadas vida. A forma magnfica de lidar com perdas percebida
constantemente nesta leitura, deixando o leitor na posio confortvel de
compreender a importncia da vida e principalmente a do
relacionamento com o prximo.
Mario Milani empresrio, proprietrio

da Livraria Milani em Marlia - SP,
compositor, escritor, cantor e poeta.
Mais Plato, menos Prozac

Record
Lou Marinoff,
384 pginas
Sugestes da Disal
1001 FILMES PARA VER

ANTES DE MORRER
A COZINHA MEXICANA COZINHA DAS FAMILIAS
Editora: Sextante
Autor: Steven Jay Schneider
Pginas: 960
Editora: Larousse do Brasil

Autora: Carmen Ruiz Montoya,
Jennifer Iserloh
Pginas: 128
A ARTE DO PERDO
Editora: Campus
Autora: Eileen Borris-Dunchunstang
Pginas: 272
Bilingual Education
by Antonieta Megale
BILINGUALISM AND LITERACY INTERACTIONS AMONG LANGUAGES

AND WRITING SYSTEMS
Would anybody ever disagree that the acquisition of
literacy is the pinnacle of young childrens educational
development? We all agree that the primary purpose we
send young children to school is that they will learn to
read and write. It is also known that their future academic
success depends on how well they master these skills. As
well stated by Bialystok (2001), literacy is the ticket of
entry into our society, it is the currency by which social
and economic positions are waged, and it is the central
purpose of early schooling.
Therefore, if knowing two languages at the time that

literacy is introduced, or learning to read in a language
that is not the childs dominant one, or acquiring literacy
simultaneously in two languages affects the outcome
of literacy instruction, then it would be important to
know that. My purpose in this article is to shed some
light into this area by discussing some important
issues concerning the ability bilingual children have to
transfer the skills acquired for reading and writing in
one language to the other.
by Antonieta Megale
Firstly, as usual, bilingualism needs to be deconstructed.

It is important to understand that there are myriad types
of bilingual children. Here, in Brazil, there is an increasing
number of immigrant children: Bolivian, Korean, Chinese,
Japanese and German, among others. Besides that, the
emerging use of bilingual/bicultural approach in deaf
education has taken its effects across Brazil, mainly
through the studies of Prof. Ronice Quadros from UFSC.
In addition to that, in 1988, Brazils new constitution
recognized the rights of more than 230 indigenous groups
to bilingual education and, nowadays, there are around
2.300 indigenous schools in Brazil. Furthermore, there has
been a great growth in the number of English-Portuguese
bilingual schools as well as a great emphasis on the need
to learn foreign languages for purposes of study and work
in Brazil. In spite of all these evidences of bilingualism,
the myth of monolingualism (Cavalcanti, 1996:188) has
continued to be emphasized in our country. Regardless
of this myth, bilingual education has gained strength in
Brazil. At PUC-SP, Prof. Fernanda Liberali coordinates a
study group on bilingual education (GEEB) and there is
also a course, coordinated by Prof. Marcello Marcelino,
on bilingualism (Bilingualism: Review of Theories and
Data Analysis). Furthermore, Selma Moura, in order to
encourage professional development and the exchange of
ideas about bilingualism in Brazil, created the Bilingualism
Sig BRAZ-TESOL.
According to what was stated above, we can assume that
discussing issues concerning bilingualism and bilingual
education is extremely relevant to the Brazilian reality.
Adding to this, it is fundamental to understand that in
Brazil there are (i) children, called sequential bilinguals,
who begin to learn their second language in schools and
(ii) children, called simultaneous bilinguals, who have
learned both languages from birth and enter school with
substantial command of both spoken languages. These
children may go through the literacy process in their
first language, as it happens in the majority of Brazilian
bilingual schools; or in their second language as in
international schools; or simultaneously, in their first and
second language.
Secondly, there are two reasons, as stated by Bialystok
(2001), why literacy may proceed differently for bilingual
and monolingual children. The first is that bilinguals
develop several of the background skills for literacy
differently from monolinguals. The second is that bilinguals
may have the opportunity to transfer the skills acquired
for reading and writing in one language to the other.
The majority of literature has shown positive transfer
of literacy skills across languages (e.g., Geva & Siegel,
Bilingual Education
2000; Geva, Wade-Woolley, & Shany, 1997; Oller & Eilers,

2002). The extent of such transfer likely depends on the
relation between the languages and the relation between
the writing systems. However, it has been proved that
transfer may happen even when the two languages have
different writing systems. In these cases, learners are still
able to transfer skills and knowledge from one language
to another, such as reading readiness skills, reading and
writing strategies, habits and attitudes, knowledge of text
structure and rhetorical devices, sensorimotor skills,
visual-perceptual coordination, and cognitive functions
and thought patterns.
It should be noticed that reading and writing transfer
is a process; therefore, it does not happen overnight. It
usually begins with the child who suddenly notices that
he can decode texts written in his second language (L2)
discovered in the environment, using the skills already
learned in the first language (L1). Some authors defend
the idea that the concept of transfer can be seen as a
version of the universal framework.
According to Geva (2006), the idea is: if the same
processing factors are found to be important when
children are learning to read in their L1 and L2, then it is
expected that these skills will transfer from the L1 to the
L2 (and from the L2 to the L1). That is, one can expect
positive transfer if the same underlying processing factors
facilitate the acquisition of literacy skills in the L2, just the
way they do in the L1. That is why research has shown
that regardless of the type of orthographies involved,
L2 learners who have decoding and spelling problems in
their L1 have difficulties in their L2 as well.
However, an important aspect that should be strongly
considered is that progress in reading also depends on
the childrens oral language development. Before children
begin to learn to associate the written form with speech,
they need to learn the vocabulary, grammar and sound
system of the oral language.
Faced with these reflections, what are the optimal methods
to ensure successful acquisition of reading and writing in
bilingual children?
First of all, childrens oral language has to be developed.
It is essential to continue to provide L2 children with
sustained and systematic opportunities to develop
their L2 oral proficiency. In order to enhance academic
achievement, it is important to be mindful of this point and
not be complacent when acceptable levels of everyday
oral language fluency have been reached. Therefore,
Bilingual Education
teachers should engage themselves in providing children

with opportunities to use oral language in the classroom.
In order to do so, teachers can plan moments throughout
the class period so as to enhance the students oral
performance, such as story-telling and show-and-tell
activities, for instance. Besides that, another effective
instructional strategy is shared book reading to groups of
students using Big Books. This activity introduces books
and reading to children, while encouraging them to talk
about what is being read.
Apart from that, bilingual labels around the classroom
and other texts presented in both languages can facilitate
the discovery of the transfer by children. As students
learn to communicate in their L2, they will begin to notice
more features of written L2 that they can decode and
understand. This process can also be facilitated by teachers
who encourage students to notice the similarities and
differences between written forms of the two languages,
and explicitly teach the differences (such as new letters
and sounds) between the two systems.
In sum, bilingualism needs to be seen as an opportunity
to literacy, since it seems to provide the learner with
heightened skills necessary to learn how to read and write.
However, teachers should learn more about the implications
of being bilingual so that they can provide students with
by Antonieta Megale
opportunities to develop transfer skills in order to improve

their academic performances in both languages.
References
BIALYSTOK, E. Bilingualism in Development: Language,
Literacy and Cognition.
Cambrigde: Cambrigde University Press, 2001.
CAVALCANTI, M. Collusion, resistence and reflexivity:
Indigenous teacher education in Brazil. Linguistics and
Education 8, 175-88.
GEVA, E. Learning to Read in a Second Language: Research,
Implications, and Recommendations for Services.
Encyclopedia of Early Childhood Development, 2006.
GEVA, E. & SIEGEL, L. Orthographic and cognitive factors
in the concurrent development of basic reading skills in
two languages. Reading and Writing, 12, 130. 2000.
GEVA, E., WADA-WOOLLEY, L., & SHANY, M. Development
of reading efficiency in first and second language. Scientific
Studies of Reading, 1, 119144. 1997.
OLLER, D. & EILERS, R. (Eds.). Language and literacy in
bilingual children. Clevedon: Multilingual Matters, 2002.
The author
Antonieta Megale is taking her Masters in Applied Linguistics at PUC-SP, is member of the Study Group on Bilingual
Education (Grupo de Estudos sobre Educao Bilngue GEEB) and is an English coordinator at Escola Brasileira
Israelita Chaim Nachman Bialik.
by Jos Roberto A. Igreja
How do you say ... in English?
ELE A CARA DO PAI!

HES THE SPITTING IMAGE
OF HIS FATHER!
Martha is the spitting image
of her mother.
She looks just like her!
Martha a cara da me.
Ela igualzinha a ela!
FICAR VERMELHO/CORAR
BLUSH
Jeff blushed when he realized he had
made a blunder.
Jeff ficou vermelho quando percebeu
que tinha cometido uma gafe.
Nesse contexto, tambm se usa a
expresso go red in the face.
UMA DROGA!
IT SUCKS!
This movie sucks! How can you go on
watching it?
Esse filme uma droga! Como voc
consegue continuar a assisti-lo?
FORA DE VONTADE
WILLPOWER
It sure takes a lot of willpower to
quit smoking.
mesmo necessrio muita fora de
vontade para largar de fumar.
GANHAR BRINCANDO /
GANHAR FCIL
WIN HANDS DOWN
Wed win hands down if we ever played
against their team.
Ganharamos fcil se jogssemos
contra o time deles.
GUARDAR RESSENTIMENTO
HOLD A GRUDGE
Its not good to hold a grudge.
Why dont you forgive him and forget
what happened?
No bom guardar ressentimento.
Por que voc no o perdoa e esquece
o que aconteceu?
DEIXAR P. DA VIDA
PISS SOMEONE OFF
You will piss our boss off if you are ever
late again for a meeting.
Voc vai deixar nosso chefe p. da
vida caso se atrase de novo para
uma reunio.
Na forma adjetiva, podemos tambm
usar pissed off.
What are you so pissed off about?
Por que voc est to puto?
See PromoMag
Page 03
O autor
Jos Roberto A. Igreja autor dos livros How do you say ... in English?; Como se diz em ingls?; Say it all in Brazilian
Portuguese!; Fale Tudo em Ingls!; Fale Tudo em Ingls nos Negcios!; Fale tudo em Ingls em Viagens!; Falsos Cognatos Looks can be deceiving! e False Friends. co-autor, com Robert C. Young, dos livros Fluent Business English, English for
Job Interviews! e Fale Ingls como um Americano. tambm co-autor, com Jonathan T. Hogan, dos livros Phrasal Verbs
e Essential Phrasal Verbs, e com Joe Bailey Noble III, dos livros American Idioms! e Essential American Idioms, todos
publicados pela Disal Editora.
E-mail jr@dialectoenglish.com.br
Article
by Jack Scholes
Comunicao CD 1 / faixa 10
Do you speak English?
Yes!
Existem vrias expresses que podem ajudar voc quando

BRAZILIANSNEED
LEARN
no conseguir entender o que faladoTO
em ingls,
ou quando
voc tiver dificuldade em se fazer entender.
ENGLISHQUICKLY!
Eu falo portugus.
Being able to I
speak
English
is rapidly becoming a basic and
speak
Portuguese.
essential skill for all Brazilians. With globalization,English
has becomethe official languageof business, the
mainlanguage usedon the Internet, in scienceand
diplomacy, andthe language most used bytourists
worldwide. In the job market, knowledge of English is no
longer considered a special ability it is a prerequisite for
many jobs, and absolutely necessary for anyone wishing
to further their careers. Unfortunately, however, only 8%
of Brazilians speak English well. In European countries, at
least 40% of the population speak the language well, and
in Holland and Scandinavian countries this percentage is
over 90%.
industries, to have a reasonable level of English language

proficiency.
The good news is that millions of Brazilians really want
Eu falo um pouquinho de ingls.

tolearn English.The bad news is that it is not that simple;
there are a number serious problems and difficulties to
I speak a little English.
overcome. Many of the employees in the key segments
Eu no falo ingls.
I dont speak English.
Brazil is theworlds fifthlargest country, both by

geographical area and by population. It is also one of the
worlds fastest growing major economies, and in December
2011 overtook the UK to become the worlds sixth largest
economy. Brazil also has enormous potential for growth
as a tourist destination. With both the World Cup and the
Olympics being hosted by Brazil in 2014 and 2016, the
country will be inundatedwith English-speaking tourists
who will expect Brazilians, especially workers in the service
Voc fala portugus?

Do you speak Portuguese?
Eu entendo.
I understand.
Desculpe, eu no entendo.
Sorry, I dont understand.
have not even completed their high school education.

Many of those who had English classes at school hated the
subject, learned little or nothing, feel traumatizedand have
convincedthemselves that they can neverlearn to speak
English. Many adults and elderly people believe they are too
old to learn to speak another language. This is simply not
true there is no age limit. Older people can be excellent
language learners and often learn more quickly than their
younger colleagues. One of the major difficulties for a large
number these zero beginner learners is that, although
there are thousands of English Language Institutes spread
across the whole country, many Brazilians do not have the
time or money to take advantage of these courses.
These new learners are not the typical language learner
and probably the best first step is to give them a boost
Article
by Jack Scholes
of confidence. Explain to them that if they can speak

Portuguese they alreadyhave everything they needto
speakEnglish.Firstly, theyhave lungs, vocal cords, mouth,
tongue, lips,etc.in order to producethe sounds.Also
every human beingis bornwith a natural innate ability
to speak alanguage, andspecific structuresin the human
braininstinctively recognize the general rulesof other
languageswithout usrealizing it.In other words, tospeak
English, they willdo exactly whatthey already know how to
do, but just alittle differently.
Another good piece of newsis that they already knowmore
Englishthan they think theyknow.The English languageis
partof their everyday lives in Brazil.They already usemany
wordsin English, but are probably not aware of this.For
example,all these wordsare English andusedon a daily
basisby Brazilians. Learners can probably easily add a lot
more to this short list.
e-mail
mouse
shopping center
piercing
link
site
laptop
OK
happy hour
internet
barman marketing
hot dog
check-in
self-service
diet
pet shop
home theater
van
airbag
blush
As well as aconsiderable number of Anglicisms that have

entered the Portuguese language, we also usemany English
wordsin Portuguesethat have been portuguesified
like bife (beef), futebol(football),xampu(shampoo),and
deletar(delete).
Learners will alsobe amazed atthe similaritiesbetween
English andPortuguese.The two languagesare similarand
sometimesidentical, partly because,like Portuguese,
alarge number of English wordscomefrom Latin. Show
the students some exampleslike the ones below of the
hundredsof similar wordsin English and Portuguese and
see how many more they can add.
Portugus
Ingls
Portugus
Ingls
momento
moment
banco
bank
repita
repeat
correto
correct
passaporte
passport
fantstico
fantastic
gol
goal
rdio
radio
salrio
salary
computador
computer
servio
service
crdito
credit
carro
car
cheque
check
informao
information
banda
bank
Now that the learners have overcome their anxieties and

are psyched up and raring to go, what exactly should
they be learning? First of all, the English should be from
the point of view of Brazilians here, not the target-culture
oriented language needed by Brazilians visiting Englishspeaking countries. This should include common words
and expressions they will need to communicate effectively,
and also language for recognition and understanding which
they may hear from English-speaking visitors. The starting
point is Portuguese and then how you say that in English.
It is also crucial that the language is not too difficult,
otherwise learners might feel too much anxiety and give up.
Here is a real example of greetings from the first chapter
in a top-selling, self-study book for Brazilian zero beginner
learners of English
Long time no see! I havent seen you for ages! Hows life
treating you these days?
This would leave
and bewildered!
the
learner
totally
flummoxed
Simple greetings which any learner would feel very

comfortable with are
Oi!
Hi!
Ol!
Hello!
Bom dia.
Good morning.
Boa tarde.
Good afternoon.
Boa noite.
Good evening. *
Another real example of language, also in a top-selling,
self-study book, which is too difficult and sophisticated for
beginners is
Wed love to see you at our little gathering if you can make it.
This would be better expressed as
Estamos dando uma festa.
Were having a party.
Voc quer vir?
Do you want to come? or simply Wanna come? *
The language also needs to be relevant and useful. That
seems such an obvious thing to say, but here are some
real examples from several different self-study books for
Brazilian zero beginner learners of English.
Article
by Jack Scholes
A waiter would be able to make very good use of simple

expressions like
My tailor is very rich.

There
isnt
a clock in my house.
No
chore.
Can Dont
you develop
this film?
cry.
The gardener comes once a week.
I followed a sandwich course.
Whats
theTIP
maximum penalty for bigamy?
DICA
Posso anotar seu pedido?

Can I take your order?
Quando
d ordens
ingls com
a forma
bsica dolike
Compare
theseabove
withem
extremely
useful
expressions
verbo, pode soar um pouco indelicado. Por isso, semprebom
a palavra please (por favor) antes ou deO que
isto usar
em ingls?
poisthis
da ordem.
Whats
in English?
Media
ajude,
porn?
favor.
Lindo
hoje,
please.
NiceHelp
dayme,
today,
huh?
ou
Please
help?
me.
De onde
voc
Where are you from?
No se esquea, por favor.
Dont de
forget,
please.
Eu gosto
cinema.
ou
I like movies.
Please dont forget.
Vem com fritas.

It comes with French fries.
E para beber?
And to drink?
Mais um pouco?
A little more? *
Finally, a few words about grammar. Many self-study books
talk about grammar, often in complicated and confusing
ways that do not help the learner to speak correctly. A real
example in a published book explains pronouns beginning
Em ingls, os pronomes retos e oblquos and this is
followed by a table with the different forms. Many learners
probably do not even know what a pronoun is, let alone the
difference between reto and oblquo.
Que tal uma pizza?

How about a pizza?
Grammar can often be presented in such a way that the

learner is totally unaware that they are learning grammar.
For example, here is a tip about the use of the pronoun you.
Boa viagem!
Sugestes
CD
Have
a nice trip!
* 1 / faixa 9
Tala splint
How
about thermometer
Termmetro
aTipo
pizza?
sanguneo blood typeGood idea!
Tomografia scan
Tonto/a dizzy
Tontura dizziness
Torcer / toro sprain / twist
Tossir / tosse cough
Transfuso de sangue blood transfusion
Tratamento treatment
Tratar treat
Urinar urinate
Urinol bedpan
If we now examine the specific language used in common
UTI (Unidade de Tratamento Intensivo) ICU Intensive 25
situations in the key segments in the service industries,
Care Unit
it is not difficult to find high-frequency words and fixed or
Vacinao vaccination
semi-fixed
expressions
that are very predictable. It is also
Vomitar
vomit
possible
to
use
perfectly
correct English, but which can be
Xarope syrup
simplified to make it easy for the learner to communicate
clearly and confidently. For example, a taxi driver can
efficiently and effectively communicate a great deal with
only
two
Where
Txi
words
CD 2 / faixa
12 to?
m Frases teis
Em ingls usa-se apenas uma palavra you para todas

as seguintes palavras em portugus: Tu, voc, vocs, o
senhor, a senhora, os senhores, as senhoras. *
Boxes like this can also be used very effectively to give

important tips and information on pronunciation, culture,
and strategies for fluent, everyday conversation. For
example
DICA TIP
Quando se d ordens em ingls com a forma bsica do
verbo, pode soar um pouco indelicado. Por isso,
sempre bom usar a palavra please (por favor) antes ou
depois da ordem.
Me ajude, por favor.
Help me, please.
ou
Please help me.*
Where to?
Pegue um txi.
Take a taxi.
DICA TIP
Theultimate goal for Brazilians who need to learn

English quickly is notgrammatical perfectionornearnativepronunciation.Most
communicationin
Englishtodayis made betweennon-native speakersof
the language.More than threequarters ofEnglish
Article
by Jack Scholes
speakersare notnative speakers,and theylearned Englishas

a foreign language.Worldwidethere are approximately400
millionnative speakers ofEnglish andalmost two billionnon-native
speakers,who use andacceptpronunciation and grammarwhich
may not be 100% Standard English,but it successfully achieves the
objective of international intelligibility. What is important is that
communicationin English is clear,objective and efficient.Once
Brazilians can understand and be understood in English, even at a
simple, basic level, their innate charm and warm friendliness will be
even more appreciated by the millions of visitors who come to Brazil.
* Examples from Ingls Rpido - Jack Scholes - Disal Editora
See PromoMag Page 04
The author
Jack Scholes is the author of Guitar Glory (Saraiva), Ingls para
Curiosos (Papier), OK! Curiosidades divertidas do ingls (Campus),
Slang - Grias Atuais do Ingls (Disal Editora), Modern Slang (Disal
Editora), Slang Activity Book (Disal Editora) Gems of Wisdom (Disal
Editora), Break the branch? Quebrar o galho (Disal Editora), Why do
we say that? - Por que dizemos isso? (Campus / Elsevier), The Coconut
Seller (Helbling Languages) and Ingls Rpido (Disal Editora).
Article
by Hugh Dellar
LOCALISING THE GLOBAL

COURSEBOOK: PART ONE
As English Language Teaching became a global industry
in the 1970s, so too did English Language coursebooks.
In the early days, books were firmly rooted in Britain
and British culture, though often this meant ENGLAND
and ENGLISH culture. When I started teaching in 1993, I
had the peculiar pleasure of having to teach texts about
the festivals of England to Indonesian teenagers, the
majority of whom had never left the country and in that
pre-Internet age had little idea of what life in the UK was
like. You can imagine the collective confusion when they
read that the most noteworthy festivals in the UK were
not Glastonbury or the Edinburgh Festival, but rather
ones that involved rolling balls of cheese down a hill!
By the 1990s, the Anglo-centric nature of many
coursebooks was being questioned. Perhaps the most
famous critics were Alastair Pennycook and Robert
Phillipson who wrote Linguistic Imperialism. It was
claimed that there was an insidious slant to this upbeat
focus on the UK. Books were seen as promoting Britain

as a tourist destination and as having a political sub-text
beneath the surface.
A backlash was beginning. Despite this, though, the
notion of Britain as the home of the language goes deep
and to this day, writers who attempt to present anything
less than a glowing representation of the UK will be
warned by publishers that its unwise to encourage
negative feelings towards Britain as this could spill over
into negative feelings towards the language. As such,
texts which do present a fuller picture of British life,
and particularly anything which could be construed as
negative, are few and far between. Its ironic as if students
are to learn how to talk about the negative side of life as
the CEFR suggests they are then it makes more sense
to locate these problems in the UK than in what might
potentially be the students own country. If students are
to see vocabulary and stories dealing with, say, crime or
Article
by Hugh Dellar
economic problems or social breakdown, theyre more

likely to respond to things set in the UK. They can either
say Wow! Just like my country or else feel superior and
say how much better off they are. Set these tales in their
country and hostility and defensiveness are guaranteed!
Nevertheless, in the wake of comments about linguistic
and cultural imperialism and also in the wake of the
debate about English as a Lingua Franca, there has been,
over recent years, a move towards locating the English of
coursebooks out there in the world, among the Englishusing billions. Coursebooks have slowly become filled
with facts and images from around the globe - though the
frequency of non-native speaker accents still lags behind.
Writers of coursebooks are encouraged to think globally,
yet are also discouraged from anything too opinion based
unless such opinions are tritely enthusiastic; rather,
theyre told to go for the Wow! I didnt know that! factoriented approach to abroad.
In their attempts to be all things to all people, and to
somehow be about everywhere, coursebooks often end
up feeling as if they are about nowhere in particular. Yet
despite this, there remains a recognizable identity a
highly Anglo-centric one. For teachers outside nativespeakers contexts, with students who possess varying
degrees of motivation, this strange mixture of dislocation and location can pose serious problems: how
can teachers make students feel as if English relates to
them personally, to their lives and their own realities?
In this two-part article, I will explore these questions
and suggest that the way teachers deal with everyday
classroom materials can have a profound effect on
students relationship with English.
The way we deal with vocabulary, the way we model
speaking tasks for students and the way we tackle
whatever texts coursebooks provide for us all have
a part to play, and techniques and approaches will be
suggested.
The first way we can help to localise coursebooks is
through vocabulary. All coursebooks feature vocabulary,
whether in specific vocabulary exercises or in reading
and listening texts. The way we explain vocabulary can
connect English to the worlds of our students. We can
root our explanations in the national or regional culture
of the place we are teaching in, in specific recent local
news or in the micro-culture of the class itself. Ill give
you an example. I was recently teaching an Advanced
class and in a listening about tourism in Estonia was
the sentence:
The food still leaves a bit to be desired - it tended to be

quite stodgy and there wasnt a huge amount of choice, but
otherwise, I certainly had nothing to complain about.
Students asked about desired. I explained that if
something leaves a bit to be desired, its a polite,
humorous way of saying its not as good as youd like it to
be. Given that we were in the middle of the wettest July
in living memory, I then added that the English weather
leaves a bit or leaves something to be desired a
locally pertinent example!
The previous day wed looked at the word bully, and
two of my students had given me written homeworks to
correct, which I hadnt yet given back, so I then in a
mock dramatic way explained that if I was a bit of a
bully, Id throw the essays back at the students saying
their writing left a lot to be desired an example
connected to the micro-culture of the class itself.
Once the explanations have been given, and the meanings
hopefully grasped, the next way we can facilitate a
connection with the language is through boardwork.
I wrote on the board the following:
The food there
The weather here
leaves
Your writing
a bit
something
a lot
to be desired.
Once the explanation and the examples have been given,

the way to encourage personalization is to ask students
to think of other things that maybe leave a bit to be
desired. For this group, multi-lingual students studying
in England, I asked them to think of things about London
/ England and also about their own countries that fit the
pattern above. I gave them two minutes thinking time and
then asked them to explain their ideas in small groups.
As they talked, I monitored and picked up on things they
were trying to say, but didnt quite have the language to
do so and used this as further input.
After a few minutes, I stopped them and drew their
attention to the board, where Id written the following:
Public transport here leaves a lot to be desired.
The trains are a.! Half of them are falling to
.
Plus, its a r..-..! The cheapest tube is
four pounds!
The media back home leaves a bit to be desired.
We like to pretend its free and ob., but we all
know theres still a lot of c and certain things are
t. / off-l .
Article
To elicit the missing words, I basically re-told stories

Id heard students telling, paraphrasing their words and
explaining the words in the gaps as I did so.
This might seem long-winded and liable to result in
a lot of boardwork and a lot of time spent waiting for
students to write things down. Well, obviously this WILL
be more time-consuming than simply writing to leave
s/thg to be desired on the board, but its time well
spent. Longer examples make the meaning clearer, they
allow interaction with the class and mean recycling of
grammar and vocabulary comes built-in to every class and crucially they mean that what students go away with
written in their notebooks becomes a record of how the
class negotiates the coursebook. As such, these examples
are more relevant - and potentially more memorable than the language found in coursebooks.
by Hugh Dellar
these kinds of questions, so this is another way we

can supplement and localise. I often save personalized
questions for warmers the lesson after new language has
been taught thus ensuring the process of forgetting is
tackled. To give you some idea of what Im talking about,
here are some examples of questions I might ask students
following the lesson described a minute ago:
Can you think of any places youve been to that were
a rip-off? Why?
Have you ever been to an ancient city or town? When?
Where? What was it like?
How do you feel about censorship?
Have you heard any stories of things in your country
being censored?
What happened?
Is there anything you think is still a bit of a taboo
subject in your country?
This way of rooting vocabulary in the realities of the class

and local cultures also makes it easier when students
forget things. Should anyone in the class need to ask
again what this piece of lexis means, I can simply say
You remember what we said about London transport?
Or about Azizs writing? Job done.
These kinds of questions not only help students

remember what you have taught, but also allow them to
connect the distant world of the coursebook to their own
lives. Coursebook language is transformed in ways that
help them word their own worlds.
A further way we can help students to claim ownership

of the lexis they encounter in coursebooks is through the
questions we ask when we want them to practise using
this language. Sadly, coursebooks do not often provide
In the next part of this article, well consider further

ways in which we can reach beyond the boundaries
of coursebooks to connect English to the lives of
our students.
The author
Hugh Dellar is a teacher and teacher trainer at the University of Westminster, London. He is also the co-author of
two series of five-level general English coursebooks, OUTCOMES and INNOVATIONS, both published by Heinle Nat
Geo Learning.
Follow Hugh on facebook: www.facebook.com/hughdellarandrewwalkley
SUPER QUIZ DISAL- MERRIAM-WEBSTER
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Merriam-Websters
Visual Dictionary
Merriam-Webster bundle: Advanced Learners English

Dictionary, 25 Business Stories, 50 Common Errors
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TEST YOURSELF ON BUSINESS ENGLISH VOCABULARY

CHOOSE THE BEST SYNONYM
1. Choose the best synonym for
consumer

manager

company
a) borrower
a) official
a) firm
b) customer
b) specialist
b) society
c) trainer
c) supervisor
c) board
d) sales representative
d) attendant
d) committee
Visit us online at LearnersDictionary.com
O GANHADOR DO SUPER QUIZ DISAL.

EDIO # 46 - AUREA DREIFUSS
Answers:
1. A teenager who spends a lot of time on the computer or watching TV
c) A screenager
2. A woman who chooses to stay single and be independent
a) A freemale
3. A man who likes to cook, as a hobby, and to impress people,
especially potential partners
b) A gastrosexual
Para mais informaes acesse www.brandnewroutes.com.br/superquiz
Frase Ganhadora
Peter is a gastrosexual trying to
impress June with his cooking
abilities, a hard task as she is a
determined freemale!
Participe!
Aktivitten
VERBINDEN SIE DIE FERNSEHSENDUNGEN

MIT DEN PASSENDEN TITELN.
1.
die Nachrichten
a. Wie wird das Wetter?
2.
die Unterhaltungssendung
b. Sport am Sonntag
3.
das Quiz
c. Wetten dass?
4.
der Spielfilm
d. Tagesschau
5.
der Dokumentarfim
e. Knig Lwe
6.
der Zeichentrickfilm
f. Geschichte einer Liebe
7.
der werbespot
g. Welch ein Abend, heute Abend!
8.
die Wettervorhersage
h. Nach einer Kurzen Unterbrechung

geht der Film weiter.
9.
die Sportsendung
g. Am Amazonas entlang
1.d, 2.g, 3.c, 4.f, 5.i, 6.e, 7.h, 8.a, 9.b
Vea la PromoMag
Pgina 24
Atividades
ENGLISH THROUGH ART

WHICH DO YOU LIKE?
Level:
False beginners upwards
Time:
20 - 25 minutes
Materials:
Language focus:
Indicative language:
Aim:
Preparation:
IN CLASS
3 - 5 paintings which vary widely in style

Ways of expressing preference
I really like/dont like; Im not crazy about; Theres something about it
I like/dont like; Its very ; its a bit
To help learners to describe personal preferences in art.
Once youve chosen the paintings, think about your own reactions to them.
Display the images on the wall or on a large board.
1. Invite the class to circulate and look at the pictures: they should
identify the one they like most and the one they like least.
2. Working in pairs or small groups, the students tell each other
about their choices, explaining why they do or dont like particular
paintings. Circulate, help with language when needed and make a
note of any language you correct or provide.
3. Write down on the board some of the language you have noted,
explaining why you have chosen it. Then invite each pair or group
to tell the rest of the class which paintings were more or less
popular, drawing their attention to the language on the board and
inviting them to use it when appropriate.
4. Ask everyone to vote for their favourite and least favourite
pictures and discuss the results.
Veja PromoMag
Pgina 12
Nuevas Rutas
Susana Beatriz Slepoy de Zipman
La importancia de la
enseanza del idioma
espaol en Brasil
Hay diversas maneras de abordar la necesidad de que
Hispanoamrica y Brasil se entiendan plenamente,
lingsticamente hablando. Y de hecho, mucha gente est
empeada en esta confluencia de entendimientos Los
unos aprender el espaol, los otros aprender el portugus.
Los ltimos nmeros de serios estudios y estadsticas
muestran ms de cinco millones de estudiantes de espaol
en Brasil. Y es una cifra en crecimiento.
Sabemos que hay leyes, derivadas de la ley del espaol,
que indican la necesidad de la incorporacin inmediata de
muchos profesores capacitados para ensear el castellano.
No vamos a entrar en ese terreno, sino en algo paralelo, que
es la importancia en s de dominar otro idioma, de conocer
lenguas nmero dos, tres
Qu factores pueden llevar a emprender la tarea, a veces
grata, otras veces algo ardua, de aprender a expresarse
en otro idioma? Cuando decimos expresarse estamos
simplificando todo el contenido de la comunicacin del ser
humano: hablar, escuchar, escribir, leer, usar los cdigos
apropiados, entender y hacerse entender, interpretar
recursos y hacer uso de estrategias. Repetimos la pregunta:
por qu? Evidentemente, hay razones histricas, sociolgicas,
demogrficas y socioeconmicas.
Brasil es una enorme potencia, grande en todas sus medidas,
rodeada en gran parte de sus fronteras por pases que
hablan el espaol. Y por otro lado, la frontera de las costas
4 4 | Nu eva s Ru tas D is a l
martimas encuentra del otro lado a la Pennsula Ibrica,

donde vuelven a estar lado a lado los dos pases cuna de
estas lenguas: Portugal y Espaa, portugus y espaol.
Concretamente, en Brasil venimos viviendo una serie de
hechos: la creacin del Mercado Comn del Sur (Mercosur),
sea, entre 1991 y la ley de Directrices y Bases de la Educacin
en Brasil (LDB), as como la promulgacin de la Ley Federal
n 11.161, del 5 de agosto de 2005, conocida como la ley del
espaol, que tan solo mencionamos, sin entrar a anlisis
que no nos caben.
Simultneamente al anlisis de los hechos jurdicos, legales,
de poltica exterior, de acuerdos est lo absolutamente
concreto: las grandes empresas se globalizan ms y
ms minuto a minuto, y las culturas, expresadas por
sus lenguajes, viajan rpidamente. Sin ninguna duda, la
necesidad de entenderse es la necesidad de sobrevivir.
En un libro publicado en 2005 se analizan varias y varias
facetas del tema que nos tiene aqu en este momento. El
artculo que abre el libro es del profesor Francisco Moreno
Fernndez, del cual quiero citar lo siguiente:
[] tres hechos de notable importancia en la vida econmica,
social y cultural del pas, a saber: la creacin del Mercosur,
[] la aparicin de grandes empresas de origen espaol y de
estrechos lazos comerciales con Espaa, sobre todo a partir
de 1996, [] y el peso de la cultura hispana en general. []
Tal vez sea ste el factor menos tangible o mensurable de los
NOVEDAD !
META ELE A1
CURSO RPIDO Y DE
SUPERVIVENCIA
Curso intensivo y rpido para quienes van a

desenvolverse en un pas hispanohablante o
necesitan un espaol urgente. Esta concebido para
cursos de 30/40 horas, y se espera que en ese tiempo
el alumno alcance los niveles A1, A2, B1.1. Por ello se
ha simplificado la metodologa y se han aligerado
las actividades.
Este tipo de pblico necesita comprender y hablar
rpidamente en situaciones de comunicacin
por lo que los temas equivalen a un <<kit de
supervivencia>>.
En cada nivel se alcanza la competencia comunicativa
descrita en el MCER y los componentes lxicos y
gramaticales listados por los Niveles de referencia
para el espaol.
Recomendado tambin para preparar los alumnos
para la Copa de Ftbol de 2014 y las Olimpiadas de
2016, ya que en 40 horas el alumno sale con un nivel
de supervivencia.

Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol
Sara Ganimian Tcharkhetian
| Apoio Pedaggico Espanhol
Nuevas Rutas
sealados, pero su relevancia es evidente. El xito cosechado

durante los ltimos aos por la msica y la literatura
hispanas en el mbito internacional es una realidad,[] La
proximidad de las lenguas espaola y portuguesa hace que
se sienta la cultura en espaol como algo afn y, hasta cierto
punto, propio, y fomenta la actitud favorable de los brasileos
hacia la cultura hispana.
Y pasando a otras fuentes:
1- La expansin de la lengua espaola contina. Se prev que
la cifra de hablantes se duplique a mediados de este siglo.
Se le augura una larga vida y un gran prestigio. Es una lengua
con una gran proyeccin y una lengua de oportunidades.
Qu significa esto? Si sabes hablar espaol, tendrs una
mayor facilidad para encontrar trabajo. El abanico de
posibilidades se abre.
<http://lacomunidad.elpais.com/xosecasas/2008/12/14/
la-importancia-la-lengua-espanola>
(Recogido el domingo 9 de octubre de 2011)
2- Por otra parte, afirmaciones parecidas las encontramos
en muchas otras publicaciones, todas coincidiendo en
afirmar que el saber otros idiomas se ha convertido en una
herramienta muy valorada en el sector profesional, adems
de dar una gran libertad y muchas posibilidades al turista,
que aprovecha de otra manera sus experiencias cuando
conoce el idioma del lugar que visita. Es otro el enfoque
que se puede adquirir acerca de las tradiciones del pas y
de su poblacin, se llega a sentir todo mucho ms cercano.
Y no estamos an mencionando Internet tambin all el
castellano crece, estando hace tiempo indicado como el
segundo o el tercer idioma ms usado.
http://negociosyemprendimiento.com/la-importanciade-la-lengua-espanola-en-el-mundo-de-los-negocios-y-elambito-profesional/
Pues bien, dentro de esta sucinta presentacin del panorama
se presenta ineludible decir: la enseanza de lenguas
est concebida como una ciencia flexible y permeable
(Corts Moreno, 1/2010). S, evidentemente, es una tarea
compleja, apoyada en metodologas en constante evolucin
y perfeccionamiento. Queremos dotar a nuestros alumnos
de la ms completa competencia lingstica posible, o sea,
Susana Beatriz Slepoy de Zipman
queremos que posean la capacidad de entender y producir

maneras lingsticas correctas, adecuadas a la situacin
de uso. La competencia comunicativa, la sociolingstica,
la discursiva, la estratgica, la sociocultural, la social,
habrn de conformar el saber de una lengua. La enseanza
aprendizaje del idioma es el camino correcto, rentable y
agradable.
Si el idioma puede usarse con toda su diversidad, su
plasticidad y el apoyo de su carcter histrico, estar
ponindose en prctica el contenido cientfico en cuestin,
la transposicin didctica habr sido efectiva y el
aprendizaje habr sido socialmente relevante.
Reafirmamos: ensear/aprender espaol en Brasil es
muy importante, para que el brasileo pueda pasar a
desempearse en el medio en que lo necesite, usando el
idioma espaol no como un sistema nico y monoltico,
sino como un sistema de sistemas que lo llevar a instalarse
en el grupo que necesite de la comunidad lingstica global.
Y no estamos hablando solamente del mbito econmico,
no podemos dejar de lado el formidable y maravilloso
mbito artstico, que acaba moviendo, tambin, fuertes
corrientes humanas, que terminan dando lugar a conjuntos
de carcter popular, o no, y que por lo tanto se diseminan
en diferentes reas de las camadas sociales. El portugus
y el castellano tienen, de esta forma la oportunidad de
entrelazarse en todos sus niveles, formando bellas cadenas de
alcances insospechados. En todos estos eslabones estamos
contribuyendo, y nos sentimos orgullosos por no saber, ni
sospechar, hasta dnde podemos llegar. El tiempo lo dir.
Referencias bibliogrficas:
http://www.politicaexterior.com/archives/8179
http://noticias.universia.es/vida-universitaria/
noticia/2005/07/31/606507/importancia-espanol.html
http://negociosyemprendimiento.com/la-importanciade-la-lengua-espanola-en-el-mundo-de-los-negocios-y-elambito-profesional
Alisedo Graciela, Melgar S. y Chiocci C., Didctica de las
ciencias del lenguaje, Editorial Paids, 2004, Buenos Aires.
Corts Moreno, Maximiliano; Gua para el profesor de
idiomas, Recursos 25, Editorial Octaedro,2000, Espaa.
Sedycias, Joo y otros, O ensino do espaol no Brasil,
Editorial Parbolas, 2005, Brasil.
La Autora
Profesora de Espaol como Lengua Extranjera y Traductora profesional.
Traductora Pblica e Intrprete Comercial (Matrcula Jucesp n 1750 JUCESP, SP)
Maestra de Enseanza de ELE (Univ. Menndez Pelayo/Inst. Cervantes); Maestra Enseanza de Esp. LE, FUNIBER.
Directora del Centro Latino de Lnguas, CLL. (SP)
Profesora Colaboradora del Instituto Cervantes de So Paulo.
Coautora de Materiales Didcticos de Edelsa.
4 6 | Nu eva s Ru t a s D is a l
A DISAL EST
CADA VEZ MAIS
PRXIMA DE VOC.
EM NOSSAS REDES SOCIAIS, VOC FICA POR DENTRO
DE TUDO O QUE ACONTECE NO MUNDO DOS LIVROS E,
AINDA, PODE PARTICIPAR DE NOSSAS GINCANAS E
CONCURSOS CULTURAIS.
Blog atualizado com notcias e

dicas para profissionais idiomas
e estudantes.
blogdadisal.blogspot.com
Receba dicas e participe
de nossas promoes.
twitter.com/disallivraria
Acesse, curta, comente
e compartilhe.
facebook.com/livrariadisal
Deixe sua opinio sobre livros.
http://www.skoob.com.br/
usuario/321941
Assista vdeos e entrevistas.
youtube.com/disalchannel
Nouvelles Routes
par milie Kasazian
LINTGRATION DU TABLEAU
BLANC NUMRIQUE EN CLASSE DE LANGUES:
QUELLES PRATIQUES PDAGOGIQUES?
Prsentes depuis prs de 40 ans dans lducation, les Technologies
de linformation et de la communication (TIC) sont dornavant
incontournables dans les espaces denseignement. Ces
technologies ont pour but de chercher et diffuser des informations
et/ou doptimiser la communication (Chaboub A. ; 2007). 1
Le tableau numrique interactif
Le tableau numrique interactif (dsormais TNI) est un dispositif
numrique alliant systmes de vido projection et cran tactile. Cet
outil a lavantage dtre extrmement polyvalent puisquil intgre
lui seul plusieurs fonctions : celle de tableau classique, celle de
vido projecteur et celle doutil interactif qui permet de faire la
main ou au stylet tout ce que lon peut faire lcran avec une
souris.
Quil soit boud, critiqu ou bien encens, le TNI tend se
dvelopper de plus en plus et fait dsormais partie intgrante

des classes, et ce, dans de nombreux pays. En Grande Bretagne,
notamment, o daprs tude sur lvaluation de lquipement en
TIC, 98 % des coles secondaires et primaires sont quipes dun
TNI . 2
Si le TNI est autant plbiscit cest parce quil prsente des
plus values immdiates non ngligeables ; du point de vue de
lenseignant, il permet de prsenter des ressources multimdias
de tous types, de conserver les donnes et les crits produits en
classe, doptimiser son temps dans la classe. Les logiciels auteur
des TNI (notebook par exemple pour le TNI SMART) sont des outils
de cration dactivits. Ils permettent lenseignant dassouvir sa
crativit pdagogique et de dynamiser ses contenus en utilisant,
notamment, les diffrents outils du TNI (les effets de glisserdposer, les couleurs, les cache, les effets de superpositions etc.).
Le TNI offre aussi des apports vidents pour lapprenant. Les
1
les technologies de linformation et de la communication transforment-elles la professionnalit des enseignants ? Le cas des assistants universitaires tunisiens , dans Cros F. (dir.) :
Lagir innovationnel. Entre crativit et formation, De Boeck, Bruxelles, pp. 45-60).
2
Chiffres sur http://www.tableauxinteractifs.fr/le-tbi/histoire-du-tbi/de-linvention-du-tbi-a-aujourdhui/
48 | No u ve lle s R o u te s D is a l
Nouvelles Routes
par milie Kasazian
possibilits de scnarisation de dcouverte, les effets de surprise

(induits par les fonctionnalits cache/glisser-dposer et autres) et
le caractre dynamique du tableau sont des vecteurs de motivation.
Par ailleurs, la qualit visuelle des supports et la manipulation
tactile du tableau (en cliquant ou en dplaant des lments)
rpondent diffrents prols dapprenants, kinesthsiques par
exemple, et favorisent la mmorisation ditems linguistiques.
Pour toutes ces raisons et encore bien dautres, lutilisation du
TNI dans les classes est en expansion et ce dernier apparat
comme un outil incontournable, souvent impos dans les
espaces denseignement sans tre pour autant remis en question.
Toutefois, la rflexion mrite dtre creuse et thorise quant aux
implications tant didactiques, pdagogiques quinteractionnelles,
notamment en termes de gestion de classe. Il convient ainsi de
sinterroger sur la pertinence du recours au TNI dans les classes, et
tout particulirement dans les classes de langues.
Lintgration du TNI dans la classe de langues
Les reprsentations sur le numrique entrent largement en
considration dans le dbat sur lintgration des TIC et en particulier
du TNI. Certains enseignants voient une plus value pdagogique
incontestable et dautres considrent que le TNI na pas sa place dans
un espace denseignement ou que le TNI napporte rien de plus quun
traditionnel vido projecteur.
Lintgration du TNI dans la classe passe dabord par une prise en
main de ses fonctionnalits, cela suppose donc que lenseignant doit
bncier dune formation. La familiarisation avec les outils du TNI
constitue une premire condition de taille, souvent considre comme
un obstacle ou un frein par les enseignants. On distingue cependant
les initis et concepteurs dactivits et les non-initis ou peu initis qui
utilisent peu le TNI.
Les dernires observations quant lutilisation du TNI dans les salles
de classe rvlent que les enseignants peuvent tre fragiliss par loutil
ou ne sachant pas comment lexploiter pleinement, se servent du TNI
uniquement pour la projection de document. Le TNI est galement
souvent employ de manire magistrale et les apprenants ont peu
doccasions de le manipuler ou de contribuer la construction du
cours sur TNI. On note mme un renfort du rle de lenseignant ce
qui pourrait laisser prsager une rgression des pratiques. Or, force
est de souligner que les potentialits du TNI rsident ailleurs que
dans la projection simple dun document. La fonction interactive
du TNI reste explorer et mettre en uvre par lenseignant pour
optimiser loutil dans la classe et encourager une relation pdagogique
enseignant-apprenant plus quilibre et horizontale.
Quelle mthodologie TNI? Des pistes de bonnes pratiques
Guichon rpertorie des comptences techno-pdagogiques pour les
enseignants de langues dsirant intgrer les TIC dans leurs classes.
Ce rpertoire devrait inclure les capacits :
3
[]
manier des outils de base et rsoudre des problmes
techniques simples ;
repenser les interactions pdagogiques au sein de la classe []
ngocier avec les apprenants (par exemple des modes de
travail) et avec les collgues (des modes de collaboration) ;
grer son temps an de grer lintgration des TIC. 3
Ce rpertoire montre tout le travail pralable et ncessaire avant
lintgration des TIC dans la classe, et donc du TNI. Par ailleurs,
il est relever que la prise en main technique du TNI seule nest
pas sufsante pour donner une dimension pdagogique au tableau.
En tant quauteure des activits interactives du CD-Rom de
ressources numriques Latitudes A1 (ditions Didier), il a fallu
respecter quelques points pertinents pour lcriture et la cration
dactivits numriques interactives et instaurer une nouvelle
dynamique de classe ou du moins une dynamique de classe
adapte au TNI:
- En effet, le TNI modie les interactions entre enseignants et
apprenants, il sagit maintenant dune interaction apprenantsTNI-enseignants. Si lon fait venir un apprenant au tableau pour
manipuler le TNI, que fait le reste de la classe? Repenser les
interactions, cest prvoir des activits durant lesquelles des
changes du triangle enseignant-TNI-apprenants soient possibles
et encourags.
- Le TNI peut favoriser la co-construction, en cela nous entendons
favoriser la cration collective. Les apprenants peuvent manipuler,
modier, sauvegarder les contenus crs par les autres apprenants.
Les apprenants peuvent galement collaborer enrichir un contenu
pendant quune personne manipule le tableau. Cest en respectant
cette dimension collective que la plupart des units interactives
du CD-Rom de ressources numriques Latitudes ont t conues :
longlet mode par quipes permet, par exemple, de faire des va
et vient sur l es productions des apprenants. Il est ainsi possible
de comparer, complter et de mutualiser les ressources produites
pendant le temps de classe.
- Lusage du TNI devrait tendre, le plus possible linclusion de tous
les apprenants dans lactivit. Il faut veiller ce que chaque activit
intgre tous les tudiants, cest en ce sens, par exemple, que la
dimension ludique est souvent encourage dans les activits sur
TNI. De mme, dans les activits Latitudes, le mode par quipe est
souvent encourag dans les consignes car il permet de stimuler les
apprenants par le biais dune comptition lgre et donc, dinclure
les apprenants.
- Enn, la pertinence de recourir au tableau interactif plutt que
de privilgier un autre support doit tre vidente et justie : il est
crucial quand on cre des contenus ou une leon de questionner
lapport vritable du TNI et qui justie de privilgier ce support.
Il nest pas rare de trouver des activits TNI qui ressemblent trait
pour trait celles dun manuel ou dun cahier dexercices. Gare
ne pas se laisser tenter par leffet sduction du numrique alors
que lon aurait trs bien pu travailler sur un support papier. Tout
Guichon, N, (2011) : Vers lintgration des TIC dans lenseignement des langues, Didier pp. 22
No uvel l es Ro ut es Dis a l | 49
Nouvelles Routes
est une question dquilibre.

- Sassurer que lon rpond un besoin pdagogique est aussi une
priorit vidente. Dans les exercices interactifs de Latitudes par
exemple, on trouve des activits TNI qui stimulent la production
orale et lauthenticit des dialogues. Lutilisation des outils (comme
le cache , le rideau qui permettent de dissimuler des items) ou
les multiples crans permettent de crer des effets de surprise et
empchent la production orale anticipe.
Les bonnes pratiques sacquirent grce des rflexions
didactiques et pdagogiques, mais aussi grce au bon maniement
des outils technologiques proposs qui peuvent se transmettre via
une formation adquate et un accompagnement au changement.
Laccompagnement au changement
Par la formation
Nombre denseignants souhaitent utiliser le TNI meilleur escient,
mais lappropriation du matriel technique est peru comme
long et fastidieux. Certains enseignants, le plus souvent frus
de technologie, se sont forms seuls utiliser les TNI et crer
des ressources en se familiarisant avec les outils. Cependant
lutilisation seule du TNI (barre doutils et logiciel) a des limites et
il faudrait aussi se former sur dautres comptences techniques
(enregistrer un son ou une vido partir dInternet par exemple,
ou diter une vido).
Guichon prconise une formation continue pour les enseignants
an quils tirent pleinement avantage des technologies aprs avoir
dvelopp dautres comptences qui leur paraissent prioritaires
[], leur permettent de se construire une expertise en conduisant
des exprimentations et en les valuant. 4
Par la mise disposition de ressources cl-en-main
Quelle est la place du TNI en termes de ressources et de support
pdagogique ?
la question le TNI peut-il alors remplacer le manuel scolaire ? ,
on ne pourrait y rpondre positivement. La cration de ressources
pour tous les cours est trs chronophage. Les enseignants doivent
constamment didactiser de nouvelles ressources en veillant
garantir une progression cohrente. De plus, le tout TNI
suppose que la dynamique de classe est en permanence en mode
par milie Kasazian
de projection ce qui tendrait rendre les apprenants spectateurs

et donc passifs de leur propre apprentissage. Nous sommes enclins
de penser quun usage quilibr du TNI et dautres supports (en
dautres termes, le support papier) est une ncessit. La trace crite
matrialise par le cahier ou le livre constitue encore aujourdhui
une valeur sre pour la classe.
Il parat donc pertinent dapporter des changements progressifs
dans la classe en ayant un usage raisonn du TNI. Lalternance des
supports papiers et numriques semblent un bon compromis pour
un changement en douceur (sil a lieu dtre). De plus, un dispositif
dapprentissage multi supports permet de rpondre aux diffrents
temps dapprentissage et prols cognitifs htrognes de la classe.
Rcemment, les maisons ddition ont propos des activits
numriques TNI en complment des manuels dj existants. Les
activits numriques interactives proposes par les ditions
Didier pour la collection de FLE Latitudes pour grands adolescents
et adultes permettent aux enseignants dintgrer le TNI dans leur
pratique sans avoir crer du matriel ou prendre en main un
logiciel. Linterface est intuitive et les diffrents onglets cliquables
indiquent prcisment la scnarisation de lactivit interactive, son
objectif, sa consigne et offre une proposition de correction. Cette
interface, simple dutilisation, offre surtout une flexibilit pour
lenseignant qui peut choisir dafcher les consignes ou non, qui
peut utiliser les documents dune autre manire que celle qui est
propose.
Conclusion
Lusage du TNI a effectivement modi les pratiques pdagogiques
en classe de langues, cependant le TNI nest quun outil et non pas
une pratique. Comme tous les outils (le tableau noir, le lecteur CD,
la tlvision, le laboratoire de langues, etc.), le TNI est un mdium
utile et bnque pour lenseignement et lapprentissage dune
langue. Cependant, le TNI ne remplace pas lenseignant qui, ayant
bnci dune formation de didactique des langues combine
un regard clair sur les pratiques pdagogiques dans les classes
de langues, garde un rle central mais exible dans le cours de
langues.
Bibliographie
Guichon, N. (2011), Vers lintgration des TIC dans lenseignement
des langues, Didier
Lauteure
milie Kasazian est doctorante en didactique des langues et des cultures la Sorbonne-Nouvelle Paris 3. Titulaire
du PGCE (Post Graduate Certicate of Education) en franais et allemand, elle a enseign le franais et lallemand
dans des coles secondaires du Royaume-Uni. Elle travaille dsormais dans le champ du FLE et a enseign le FLE
en Autriche, au Mexique et en France. Elle est enn auteure dactivits interactives TNI pour les ditions Didier et
attache experte associe au CIEP pour la formation aux TIC.
4
Idem, pp.205
50 | No u ve lle s R o u te s D is a l
o upour
v e l grans
l e s adolescents
R o u t e s et adultes
Mthode deNFLE
par milie Kasazian
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Interview with Jeff Stranks by Jack Scholes

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Interview with Jeff Stranks by Jack Scholes

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Realistic tips for teachers and practical, easy-to-use

the provenance and balance of texts, and sort out true

To break things down a bit further I give tips and activities

Wait-time is when the teacher pauses in class and

- Building a good atmosphere in class so we avoid

Teacher: What do you notice about the sentences in this story?

If you find pausing after questioning hard, try

noticing your breathing and gestures and keeping them

2. Show the rest of the class the partly masked portrait.

sorts of answers the person in the picture might give. Leave

Being realistic and practical

Most EFL state school teachers and most adult education