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Disciplina

Tpicos de lngua inglesa: prticas orais


Coordenador da Disciplina

Prof Prof. Maria da Glria Guar Tavares


Edio 2014.1

Copyright 2010. Todos os direitos reservados desta edio ao Instituto UFC Virtual. Nenhuma parte deste material poder ser reproduzida, transmitida e gravada por qualquer meio eletrnico, por fotocpia e outros, sem a prvia autorizao, por escrito, dos autores. Crditos desta disciplina Coordenao Coordenador UAB Prof. Mauro Pequeno Coordenador Adjunto UAB Prof. Henrique Pequeno Coordenador do Curso Prof. Smia Alves Carvalho Coordenador de Tutoria Prof. Joo Tobias Lima Sales Coordenador da Disciplina Prof. Maria da Glria Guar Tavares Contedo Autor da Disciplina Prof. Maria da Glria Guar Tavares Setor TecnologiasDigitais - STD Coordenador do Setor Prof. Henrique Sergio Lima Pequeno Centro de Produo I - (Material Didtico) Gerente: Ndia Maria Barone Subgerente: Paulo Andr Lima / Jos Andr Loureiro Transio Didtica Dayse Martins Pereira Elen Cristina S. Bezerra Eliclia Lima Gomes Enoe Cristina Amorim Ftima Silva e Souza Jos Adriano de Oliveira Karla Colares Kamille de Oliveira Formatao Camilo Cavalcante Ccero Giovany Elilia Rocha Emerson Mendes Oliveira Francisco Ribeiro Givanildo Pereira Sued de Deus Stephan Capistrano Programao Andrei Bosco Damis Iuri Garcia Publicao Joo Ciro Saraiva Design, Impresso e 3D Andr Lima Vieira Eduardo Ferreira Fred Lima Gleilson dos Santos Iranilson Pereira Luiz Fernando Soares Marllon Lima Onofre Paiva

Gerentes Audiovisual: Andra Pinheiro Desenvolvimento: Wellington Wagner Sarmento Suporte: Paulo de Tarso Cavalcante

Sumrio
Aula 01: What Makes a Good Teacher? ................................................................................................. 01 Tpico 01: Introduction .......................................................................................................................... 01 Tpico 02: Pre-Task ............................................................................................................................... 02 Tpico 03: Task ...................................................................................................................................... 05 Tpico 04: Post-task ............................................................................................................................... 07 Aula 02: Take My Advice ......................................................................................................................... 08 Tpico 01: Introduction .......................................................................................................................... 08 Tpico 02: Pre-Task ............................................................................................................................... 09 Tpico 03: Task ...................................................................................................................................... 15 Tpico 04: Post-task ............................................................................................................................... 17 Aula 03: What Is Your Learning Style? ................................................................................................. 18 Tpico 01: Introduction .......................................................................................................................... 18 Tpico 02: Pre-Task ............................................................................................................................... 19 Tpico 03: Task ...................................................................................................................................... 23 Tpico 04: Post-task ............................................................................................................................... 25 Aula 04: Anyone Can Tell a Story! ......................................................................................................... 26 Tpico 01: Pre-Task ............................................................................................................................... 26

TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 01: WHAT MAKES A GOOD TEACHER?
TOPIC 01: INTRODUCTION
VERSO TEXTUAL DO FLASH

Welcome to TPICOS DE LNGUA INGLESA: PRTICAS ORAIS! Our course focuses on speaking and writing. The course follows a task based approach. A task is an activity in which learners have to use language meaningfully to achieve an outcome. The course encompasses four classes: CLASS 1: What makes a good teacher? CLASS 2: Take my advice CLASS 3: What is your learning style? CLASS 4: Anyone can tell a story Each class is divided in three topics: pre-task, task, post-task. In each class, you will have to perform a task. In order to get ready for the task of each class, you will perform several pre-task activities which are always related to the task. There is a variety of pre-task activities: listening, writing, speaking, and recording. The tasks also vary. But all of them, except the last one, will be performed in web conferences. After the performance of each task, you will also perform a post-task activity which is an opportunity to reflect upon the task performed so as to enhance and consolidate the language used during the task. We hope you profit from this task based language learning experience so as to improve your speaking and writing.

TASK

In this class you will be asked to select the best English teacher for a position in a local school. In order to get ready for the task, you will undergo some pre-task activities.

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 01: WHAT MAKES A GOOD TEACHER?
TOPIC 02: PRE-TASK

Look at the picture below. Read the descriptions of what a good teacher is and reflect upon them.

WHAT MAKES A GOOD TEACHER?

Fonte [1]

PRACTICE 1

Go over the list of adjectives and qualifications below and choose five that you consider essential to describe a good English teacher.
Patient (tolerant) Objective (precise) Calm (serene) Proficient skilled) (expert, Friendly (sociable)

Outgoing (extrovert)

Emotional (affecting)

Authoritarian (rigid, controlling)

Thoughtful (considerate, kind)

Organized (prepared, structured)

Creative (imaginative)

Logical (rational)

Polite (corteous, respectful)

Reflective (philosophical)

Organized (prepared, structured)

Opinionated (intolerant, narrowminded)

Experienced (veteran)

Strict (severe)

Open-minded (accessible, flexible)

Funny (comic)

Shy (timid, introverted)

Sensitive (receptive, susceptible)

Proficient (expert, skilled)

Clever smart)

(intelligent,

Outgoing (extrovert)

Sensible (wise, prudent)

Easygoing (relaxed, calm)

Motivating (Master English)

in

Dynamic (vibrant, energetic)

Enthusiastic (excited, passionate)

Flexible (tolerant)

Conversationalist (talker, communicator)

PhD in English (doctor in English)

5 words that best describe a good teacher:

PRACTICE 2

Now write at least five sentences to describe what a good teacher for you is. Write the sentences in a word document, save it, and post it in your Portfolio as Unit 1, Topic 1, Act. 1. suggestions for the sentences. 1. I think/I believe a good teacher is someone who encourages people to do their best. 2. Teachers must be knowledgeable, thoughtful and friendly. 3. A good teacher is someone who likes to work with people and learn new things.

PRACTICE 3

Listen to three teachers Julia, Nicholas and Carol talking about their teaching experiences. Match the teachers with the adjectives and qualifications they have mentioned. Number 1 for Julia, 2 for Nicholas, and 3 for Carol. Some adjectives and qualifications may be common to more than one teacher.

JULIA: NICHOLAS: CAROL:

1. Julia Friendly

2. Nicholas Strict

3. Carol PhD English in

Patient English

MA

in

Flexible

Organized Enthusiast

Dynamic

CHECK YOUR ANSWERS

PRACTICE 4

Compare Julias, Nicholass and Carols qualifications. Use comparatives and/or superlatives. Click on the link below if you need to review the use of comparative forms. FORMING COMPARATIVE AND SUPERLATIVE ADJECTIVES [2] COMPARATIVES AND SUPERLATIVES [3] 1. Nicholas holds certificates) 2. Julia seems to be (flexible, patient). 3. Carol is than Julia. (compare the number of and than Nicholas

of the three teachers.(compare Carols teacher.

experience with the experience of all other teachers) 4. Carol seems to be the and (motivated, dynamic) 5. Nicholas seems to be the teacher. (strict, organized)
CHECK YOUR ANSWERS

and the

1. Nicholas holds more certificates than Julia. 2. Julia seems to be more flexible and patient than Nicholas. 3. Carol is the least experienced of the three teachers. 4. Carol seems to be the most motivated and dynamic teacher. 5. Nicholas seems to be the strictest and the most organized teacher.

PRACTICE 5

Listen again to the three teachers Julia, Nicholas, and Carol talking about their experiences. Choose the teacher that you think is the best. Write a paragraph to justify your choice. Write your description in a word document and save it in your portfolio as Unit 1, Topic 1, Act. 2. suggestions on how to justify your choice. I think ______ is a good teacher because ________ is/ has _________. In my opinion __________ is a good teacher because ___________ is/has ____________.
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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 01: WHAT MAKES A GOOD TEACHER?
TOPIC 03: TASK

A language school in Fortaleza is selecting English teachers to work full time. The school offers beginning, intermediate and advanced courses for children, teenagers, and adults. Therefore, the school needs teachers who are able to teach all levels and ages. Five candidates applied for the job. (Read about these candidates below.) You and your classmates will take part in a web conference in which, as a group, you are going to decide on the best candidate for this position. Follow the steps below to get ready for the web conference.

STEP 1: READ ABOUT FIVE POTENTIAL CANDIDATES FOR THE POSITION.


VERSO TEXTUAL

1. Ann, aged 37M She holds an MA in Language Teaching. She has been a teacher for over 15 years. She has worked in several language schools in the south of Brazil. She has worked with kids, teenagers and adults. She has taken part in several national Fonte: [2] and international campaigns for saving the planet. She is a youth counselor in her community church. 2. Paul, aged 60. He is American but has lived in Brazil for 10 years. He holds an MA in Psychology and a PhD in Language Teaching. He has worked in several schools in the USA, Australia, Canada, and Brazil. He has taken several training courses on teaching young learners. He has taught training courses on teaching adults. He has designed several online courses for adults and has designed several language learning games for children.
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Fonte: [3]

3. Carol, aged 25 She is from Fortaleza. She has never lived abroad. She has finished Letras at UFC. She has taught children for 5 years and she has won 3 teaching- children awards. She has never taught adults or teenagers. She has taken several teacher training courses on how to teach children 4. Jack, aged 31 He is from Rio but has lived in Fortaleza for 5 years. He is a very dynamic and friendly person. He has been a teacher for 11 years. He has taught English to poor children and teenagers in Africa. He has taught several courses for adults. He has graduated in English Language Teaching in the University of Florida, USA. 5. Susan, aged 38 She is from Fortaleza. She has lived in Australia for 7 years. She holds an MA and a PhD in English Language Teaching. She has worked in several schools in Brazil and Australia. She has taught kids, teenagers and Fonte: [6] adults. She is very funny, friendly and creative.

Fonte: [4]

Fonte: [5]

FONTES DAS IMAGENS


1. http://www.adobe.com/go/getflashplayer 2. http://www.linguaedge.com/ 3. http://www.mybrightonandhove.org.uk/page_id__8588_path__0p117p 160p1618p.aspx 4. http://www.doyouspeak.com/en 5. http://www.colegiokids.org/toc.htm 6. http://www.surfturk.com/englishdepartment.html
Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 01: THE LITERATURE OF MEDIEVAL ENGLAND
TOPIC 04: POST-TASK
FORUM

IN THE FORUM FOR THIS CLASS, DISCUSS THE FOLLOWING QUESTIONS:


Who were the two least voted teachers? What should these teachers do to improve their chances of getting the job?
SUGGESTION ON HOW TO START THE DISCUSSIONS

In order to improve his/her chances to get the job, she/he should spend some time abroad/study more/take teacher training courses. It would be helpful to/ I would be a good idea to spend some time abroad/study more/take teacher training courses.

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 02: TAKE MY ADVICE
TOPIC 01: INTRODUCTION
VERSO TEXTUAL

In this unit you will be asked to help Katherine, Nick and Amy. Each one of them is facing a terrible dilemma and needs a good piece of advice. You will be given the chance to reflect upon their problems as well as to discuss with your classmates so as to find the best advice for each dilemma. In order to get ready for the task, you will undergo some pre-task activities.

FONTES DAS IMAGENS


1. http://www.adobe.com/go/getflashplayer
Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 02: TAKE MY ADVICE
TOPIC 02: PRE-TASK
PRACTICE 1

Look at the picture below. Read Bernices situation and the pieces of advice given to her. Based on your reading, what words do you think can be considered synonyms of the word ADVICE ?

TAKE MY ADVICE
It might be a good idea to be nice and friendly to him. But maybe you could try not to be too direct. Maybe you could invite him to see a movie. You should dress nicely.
Bernice is in love with Paul. She has no idea of what to do about it. What should she do? [1]

It might be a good idea to talk about yourself and also give him the chance to talk. You should smile. Maybe you could try not to be too anxious.

Check the words that can be considered synonyms for ADVICE

recommendation guidance

command

opinion

demand

counsel

threat

suggestion

CHECK YOUR ANSWERS

PRACTICE 2

John is a man who is desperately in love with Carla. He wants to get close to her. But he has no idea how to achieve his goal. He tries different strategies to attract his love. You will follow John in this love journey, be welcome to give him some pieces of advice. However, do not be disappointed if he doesnt follow your advice, keep going on and trying to help him until the end of his love journey. Give John pieces of advice by choosing a, b, or c. Then, click to see whether John has followed your advice. Dont be disappointed if John does not follow your advice. Keep on trying to help him to get into Carlas heart.
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1. John is in love with Carla. What should he do? 1. What about inviting her to see a movie? 2. 3.
SEE IF

What about visiting her unexpectedly? What about begging for her love?
JOHN HAS FOLLOWED YOUR ADVICE

2. John begged for Carlas love. But she didnt care. What should he do now? What about giving her a ring? 1. 2. 3.
SEE IF

What about going home and thinking more about it?. What about giving her flowers?
JOHN HAS FOLLOWED YOUR ADVICE

3. John begged for Carlas love. But she didnt care. What should he do now? It might be a good idea to give up. 1. 2. 3.
SEE IF

It might be a good idea to give her another gift. It might be a good idea to invite her for dinner.
JOHN HAS FOLLOWED YOUR ADVICE

4. John gave Carla another gift and, again, she didnt care. What should he do now? 1. It might be a good idea to forget her.

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2. 3.
SEE IF

It might be a good idea to wait a bit. It might be a good idea to give her a bigger gift.
JOHN HAS FOLLOWED YOUR ADVICE

5. John came over Carlas house with a big box on his hands. What should he do now? 1. Maybe he could show a very beautiful girl inside this big box. 2. 3.
SEE IF

Maybe he could open the box immediately. Maybe he could say the big gift is for another girl.
JOHN HAS FOLLOWED YOUR ADVICE

6. John opened the Box immediately and gave her a fur. But Carla didnt care about it. 1. What about visiting her again? 2. 3.
SEE IF

It might be a good idea to find another girlfriend. Maybe he could see psychologist.
JOHN HAS FOLLOWED YOUR ADVICE

7. John decided to visit Carla again. He went to her house by car. It was a beautiful car. What should John do now? 1. What about giving her this beautiful car? 2. It might be a good idea to invite her for a ride.
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3.
SEE IF

Maybe he could show a new girlfriend inside the car.


JOHN HAS FOLLOWED YOUR ADVICE

PORTFOLIO

At the end of the story, Carla seems to be interested in John when she sees him with another girl. But he has a new girlfriend now. What should Carla do? Write Johns story. Divide the story in two parts: 1. Describe what happened:
His love His gifts His proposal Carlas bad behavior and refusal of the gifts Johns new car, Johns new girlfriend Carlas late interest in John

2. At the end of the story, write three pieces of advice for Carla. What should she do now that she is interested in John but he has a new girlfriend? Write the story in a word document and save it in your portfolio as Unit 2 Topic 1, Act 1. You may also go over Johns story again in PRACTICE 1 in order to refresh your memory on the details of the story. suggestions on how to start, sequence, and finish your story.
WAYS TO START YOUR STORY:

Once upon a time there was a guy named John There once was a guy named John
WAYS TO SEQUENCE YOUR STORY:

First, John gave Carla a giftbut Carla Second, he Next, he Then, he Finally, John decided to
WAYS TO FINISH YOUR STORY:

At the end, Carla

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SUGGESTIONS ON HOW TO GIVE CARLA PIECES OF ADVICE:

It would be a good idea to/Iit would be helpful to/it might be a good idea to forget him. idea to forget him. What about forgetting him? Maybe you could forget him.

PRACTICE 3

Listen to these people talking about their problems. Then, match the people to their names.

Amanda

Beth

Rebecca

CHECK YOUR ANSWERS

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PORTFOLIO ACTIVITY

Listen to the people talking about their problems again. For each persons problem write two pieces of advice in a word document and save it in your portfolio as Unit 2, Topic 1, act. 2.

SUGGESTIONS ON WHAT PIECES OF ADVICE TO GIVE THEM.

It would be helpful to see a doctor. It would be helpful to borrow money from a friend. Why dont you take a vacation? It would be helpful to go on a diet. You could borrow money from your mother. Why dont you see a nutritionist? It might be a good idea to run every evening. Why dont you loan money from a bank? It might be a good idea to go to the gym. It might be a good idea to leave your credit card at home. It might be a good idea to take Yoga classes. It would be helpful to plan your expenses ahead and organize your bills. It might be a good idea to quit her job. Why dont you listen to classical music? It is relaxing. Why dont you try the lottery?

You can also check these websites to see other ways to give advice. Giving Advice [2] Giving Advice in English [3]

FONTES DAS IMAGENS


1. http://doubt.wordpress.com/2006/05/09/sex-before-marraige/ 2. http://esl.about.com/od/grammarstructures/a/f_advice.htm 3. http://www.english-at-home.com/speaking/giving-advice-in-english/
Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 02: TAKE MY ADVICE
TOPIC 03: TASK

Suppose you work in a Free Advice Corner of a magazine. Three people write telling about the dilemmas they have been facing and you need to find a solution for their problems. You need to reflect upon their dilemmas and be able to give a good piece of advice for these people. You and your classmates will take part in a web conference in which, as a group, you are going to decide on the best piece of advice for each person. Follow the steps below to get ready for the web conference.

STEP 1: READ ABOUT THE DILEMMA EACH ONE OF THESE PEOPLE IS FACING.
I am facing such a dilemma. My best friend Linda is engaged to get married next month. The problem is that I have seen John, her fianc, with someone else at a party. I didnt see John kissing the girl but they were holding hands and dancing in a romantic fashion. He has seen me but has pretended not to know me. What a dilemma! If I tell Linda that John was holding hands with another girl, she may break up with him and he might truly love Linda. Perhaps the girl was just an adventure for him. However, he is not being honest with my best friend. What if he keeps cheating on her after they get married? In addition to that, I may tell Linda, but John may say I am lying. So, what if Linda doesnt believe me? Or maybe it would be a good idea to talk John and ask him to tell everything to Linda by himself. It seems that I have three options: a) to tell Linda, b) not to tell her or c) make john tell her. Please, what should I do? Katherine What a terrible dilemma! My great friend Paul is having several financial problems and his son is really sick. Paul needed money to pay for a surgery so that his son will be fine. Paul was so desperate that he stole money from the company. I saw him taking the money. My boss found out that some money was stolen from the company and fired Richard thinking that he was the one who stole the money. Richard was fired, but he was innocent. The problem is that if I tell my boss that Paul was the one who stole the money he may lose his job and will have no money to pay for his sons surgery. His son may die. On the other hand, Richard is unemployed and that is not fair. I cant decide among: a) tell my boss b) not to tell my boss, c) talk to Paul d) talk to Richard Please, help me! What should I do? Nick Im facing a dramatic dilemma. My husband and I have five children and we need more money to raise our children. The money we make is not enough to support all of them. I got a wonderful job offer. The salary is really high. However, the job is in another city, very far away from the city we live now. The work hours are very long and I would have no time to be with my children. Also, There are no jobs for my husband there. I dont know if my
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husband will accept to follow me and be unemployed at home taking care of the kids. However, we need more money. What should I do? Should I accept the job? Should I try to talk to my husband? Should I refuse the job offer?

Please, help me. Im very confused. Amy


PORTFOLIO ACTIVITY

STEP 2: Reflect upon these dilemmas. Before taking part in the web conference, write a good piece of advice to each one of these worried people in a word document and save it in your portfolio as Unit2, Topic 2, Act. 1. STEP 3: On the day of the web conference, you will tell your advice to your group and tutor. Be ready to answer questions about your advice and to ask questions about your classmates advice. Remember that you and your classmates will need to agree on the best advice for each dilemma.

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 02: TAKE MY ADVICE
TOPIC 04: POST-TASK
FORUM

IN THE FORUM FOR THIS CLASS, DISCUSS THE FOLLOWING QUESTIONS: In Katherines dilemma, John is a man whos engaged to get married. However, he goes out with another woman. What advice would you give John? In Nicks dilemma, Paul is the desperate father who steals money from a company. What advice would you give Paul? In Amys dilemma, her husband is involved in her job offer decision. What advice would you give her husband?

SUGGESTION ON HOW TO START THE DISCUSSIONS.

I think/I believe John is he should I think/ I believe Paul ishe should I think/I believe Amys husband isHe should

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 03: WHAT IS YOUR LEARNING STYLE?
TOPIC 01: INTRODUCTION
VERSO TEXTUAL DO FLASH

Task In this unit you will be asked to choose someone to become your teacher. You will make this choice based on the similarities between this teachers teaching style and your learning style. You will be given the chance to find out and reflect upon your learning style, as well as to learn about the teachers teaching styles. In order to get ready for the task, you will undergo some pre-task activities.

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 03: WHAT IS YOUR LEARNING STYLE?
TOPIC 02: PRE-TASK
PRACTICE 1

Read brief descriptions of some learning styles in the picture. Click on the link below to watch a video describing learning styles. Then, choose a, b, c, or d.

Fonte [1]

What do the picture and the video suggest?

1. 2. 3. 4.

Learners are all the same and learn in the same ways. Most learners are auditory. Learners may be different and may learn through different ways. Most learners are reflective.

Checar respostas

Correct answer ( ) Learners are all the same and learn in the same ways. ( ) Most learners are auditory. (X) Learners may be different and may learn through different ways. ( ) Most learners are reflective.

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FUTHER READING

Look at the pictures below and read about other learning style descriptions. Learning styles

1. Auditory Auditory learners best retain information through hearing. They prefer activities which involve auditory stimuli such as listening to lectures and songs. They also like group discussion and teacher oral explanation.

2.Visual Visual learners best retain information through seeing. They prefer activities which involve visual stimuli. They like dealing with reading, pictures, videos, diagrams, charts and so on.

3. Kinesthetic Kinesthetic learners learn by doing. They prefer learning activities which involve moving around, touching things. They enjoy hands on
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learning situations such as drawing, painting, writing, playing games, running and so on.

4.Sensing Sensing learners are systematic, organized and like to do things step by step. They are good at memorizing details and have good power of observation. They like activities which involving doing things rights to reach a result, activities that involve memory and logic.

5. Intuitive Intuitive learners prefer learning situations that involve imagination and creativity. They rely on inspiration and like to have different possibilities. They are interested in doing new things.

6. Extrovert Extrovert learners are motivated by the outer world of experiences and interaction. They prefer activities in which they can work in groups and tend to be fast at answering questions without need for much reflection.

7. Introvert Introvert learners are motivated by the inner world of reflection. They prefer activities in which they can think and work individually. They need time to think before answering questions.

Im a visual learner and my friend is a visual learner, too. Im a visual learner and my friend is also a visual learner. Im an intuitive learner, but my friend is a sensing learner. Adapted from Guar-Tavares, M.G. (2007) A matter of Styles: looking at L2 teachers learning styles from the perspective of learning styles Revista Linguagem & Ensino, UCPEL. http://rle.ucpel.tche.br/php/edicoes/v10n1/04%20Maria%20da%20Glria [2] (Visite a aula online para realizar download deste arquivo.)
PRACTICE 2

WHAT IS YOUR LEARNING STYLE? In order to find out about your learning style, fill out the Learning Style Questionnaire in the Material de Apoio . Save the questionnaire and your answers. Youll need it later. Follow these tips: Dont worry. There are no right or wrong answers. Answer the questions based on what you think tends to be true about
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yourself. You may feel there is more than one answer that tends to be true about yourself. That is possible. Try to choose the one that is more frequent and/or evident about you By choosing one answer, it does not mean that you are totally excluding the others or that the others are completely untrue. Answers just indicate stronger tendencies about you. LEARNING STYLE QUESTIONNAIRE (adapted from Guar-Tavares, 2004) (Click here) (Visite a aula online para realizar download deste arquivo.).
PORTFOLIO ACTIVITY

Use the Learning Style Questionnaire to interview a classmate. You can either make an appointment to meet with your classmate or you can exchange your questionnaires by email. After reading your classmates answers, write sentences telling about differences and similarities between you and your friends learning styles. Save the sentences in a Word document and post it in your portfolio as Unit 3, Topic 1, Act. 1. suggestions on how to write your sentences.

FONTES DAS IMAGENS


1. http://www.a2lc.com/Portals/16856/images/visual-auditory-kinestheticresized-600.jpg 2. http://rle.ucpel.tche.br/php/edicoes/v10n1/04%20Maria%20da%20Gl% f3ria.pdf
Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 03: WHAT IS YOUR LEARNING STYLE?
TOPIC 03: TASK

You will have to choose someone to become your teacher. You will make this choice based on the similarities between this teachers teaching style and your learning style. After choosing the teacher you would like to study with, you will take part in a web conference and tell your classmates which teacher you have chosen. Present three similarities between your learning style and the teachers teaching style. In order to get ready for the web conference, please, follow the steps below. STEP1: Interview FOUR teachers. Send e-mail messages to them asking them to answer a teaching style questionnaire (You can find the Teaching Style Questionnaire and its answer key in Material de Apoio).Teaching Style Questionnaire (Visite a aula online para realizar download deste arquivo.). You can send the questionnaire to previous teachers you have had or to one of the teachers below.
VERSO TEXTUAL DO FLASH

suggestions on how to write the email message to the teachers. Greet the teacher (use Mr. or Ms. and the last name of the teacher). Introduce yourself. Tell the purpose of this message. Ask the teacher to answer the questionnaire attached to the message. Thank the teacher

Mr./Ms. ____ is imaginative and Im imaginative, too. Mr./Ms ___ likes activities in which students interact. Similarly, I like to interact with my classmates. Mr./Ms ____ is attracted to creative people, and Im also attracted to creative people. Mr./Ms ___ likes song, and I like songs, too. STEP 2: Check the teachers answers to the Teaching Style Questionnaire and compare their answers to your answers on the Learning Style Questionnaire in order to identify the teacher who has more things in common with you. Use sentences from the Learning and Teaching Style
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Questionnaires to write three similarities between this teachers teaching style and your learning style. Save it in a Word document and post it in your Portfolio as Unit 3 Topic 2 Act 1. suggestions on how to write sentences about similarities between the teachers teaching style and your learning style. STEP 3: On the day of the web conference, you will state your choice of teacher based on the similarities between your learning style and the teachers teaching style. Be ready to mention at least three similarities.

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 03: WHAT IS YOUR LEARNING STYLE?
TOPIC 04: POST-TASK
FORUM

1. What are two differences between your learning style and the teaching style of one of the teachers you have not chosen? examples on how to state the differences. One of the teachers I did not choose was ____. Three differences between us are: Teacher ____ is imaginative, but Im realistic. Teacher ___ likes activities in which students interact. In contrast, I like to work alone. Teacher ____ is attracted to creative people, but Im attracted to sensate people. Teacher ___ is visual. In contrast, Im kinesthetic. 2. Do you think it is really relevant that the teaching style of a teacher matches her/his students learning style? Why or Why not? Teaching Style Questionnaire (Click here). (Visite a aula online para realizar download deste arquivo.)

FONTES DAS IMAGENS


Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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TPICOS DE LNGUA INGLESA: PRTICAS ORAIS


CLASS 04: ANYONE CAN TELL A STORY!
TOPIC 01: PRE-TASK

In this unit you will be asked to tell a story about a classmate. In order to get ready for the task, you will undergo some pre-task activities. A teacher is telling a story to her students. Read the story (A). Then, read the narrative structure of stories (B).
(A)

Once upon a time there was a boy named David who wanted to be God. He wanted to make many changes in the world. One day he met God and he told God to make cashews (Cajus) as big as pumpkins (Abboras) . So, God denied his request. God said that all cashews would continue to be small and all pumpkins would continue to be big. David was very mad at God. He decided to take a nap under a cashew tree. Suddenly, he woke-up with three cashews falling over his head. He immediately thought that if God has accepted his request, he would be dead by now. So, David gave up being God. Perhaps David realized that God always knows best! Adapted from Brincando com as palavras 1981
(B)

Anyone can tell a story! We all have stories to tell! Here are some hints to help us structure our stories. A story can follow a narrative structure which encompasses:
ORIENTATION (SITUATION) - provides person in time and space; COMPLICATION (PROBLEM) - introduces a problem; RESPONSE - reveals a response, reaction to the problem; RESOLUTION (SOLUTION) - solves the problem; CODA (EVALUATION) - overall reflection, a moral lesson.

Adapted from "Developing an educational linguistics for teacher education using the functional grammar" course by Frances Christie 33rd ISFC So Paulo
PRACTICE 1

Match the parts of the story you just read in (A) with the different stages of a narrative structure in (B). Perhaps, David realized that God always knows best. Once upon a time there was a boy named David who wanted to be God. David was very mad at God. He decided to take a nap under a cashew tree.

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Suddenly, he woke-up with three cashews falling over his head. He immediately thought that if God had accepted his request, he would be dead by now. So, David gave up being God. One day he met God and he told God to make cashews as big as pumpkins. So, God denied his request. God said that all cashews would continue to be small and all pumpkins would continue to be big. COMPLICATION 3. 1. ORIENTATION 2. (PROBLEM) RESPONSE (SITUATION) 4. (SOLUTION) RESOLUTION 5. (EVALUATION) CODA

CHECK YOUR ANSWERS

(5), (1), (3), (4), (2)

PRACTICE 2

Watch to two very famous fairy tales: SNOW WHITE (Branca de Neve) and SLEEPING BEAUTY (Bela Adormecida) . . In the parentheses before each sentence below, write (SW) for the elements belonging in the Snow White fairy tale, and (SB) for the elements belonging to the Sleeping Beauty fairy tale. In case the elements belong to both stories, write SW, SB.
WATCH!

http://www.youtube.com/embed/D80sa2dF_GI

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http://www.youtube.com/embed/GwGDYwvLnN4 a Prince a poisoned apple a kiss a wicked fairy a beautiful princess who has black hair and red lips a mirror a wicked spell, a magic spell, a curse a whole kingdom in deep sleep a step mother who was a witch Seven Dwarfs a forest a castle love

a spindle

CHECK YOUR ANSWERS

(SW, SB) a Prince (SW) a poisoned apple (SW) a forest (SW, SB) a kiss (SB) a castle (SB) wicked fairy (SW, SB) love (SW) a beautiful princess who has black hair and red lips (SB) a spindle (SW) a mirror (SW, SB) a wicked spell, a magic spell, a curse (SB) A whole kingdom in deep sleep (SW) a step mother who was a witch

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PORTFOLIO ACTIVITY

Compare and contrast the two fairy tales. Write two sentences about the similarities and two sentences about the differences between the two stories in a Word document and save it in your Portfolio as Unit 4, Topic 1 Act. 1 suggestions on how to compare and contrast the two stories.

FURTHER READING

Click on the links below to learn more about ways of comparing and contrasting. http://lrs.ed.uiuc.edu/students/fwalters/compcont.html [1]
http://www.unc.edu/depts/wcweb/handouts/comparison_contrast.html

[2]

PRACTICE 3

Listen to two stories: Donescas greatest Dream and Glrias New Zealand Dream.

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PRACTICE 3 (CONT.)

GLORIAS NEW ZEALAND DREAM Click on the play to see the picture and listen to part of the story.

VERSO TEXTUAL

Sometimes when we lose ourselves in fear and despair, in routine and constancy, in hopelessness and tragedythere are pezinhos do Angeloni ( a supermarket). And, fortunately, when there aren't any pezinhos we can still find reassurance in some middle-of-the-night croissants Or the encouragement from an idolOr a beautiful sceneryOr a romantic dinnerOr learning Not to mention lobsters. And plums. And fish. And homebrand jam and lemons found in the middle of the street. And maybe the occasional e-mail from dear friends. And we must remember that all these things, all the nuances, the anomalies, the subtleties which we assume only accessorize our days.are in fact here for a much larger and nobler cause THEY ARE HERE TO SAVE OUR LIVES!

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PRACTICE 4

Write D for the elements involved in Donescas story and G for the elements involved in Glrias story. Write DG for elements involved in both stories.
CLICK HERE

a PhD student woman a trip do New Zealand a scholarship a looking for a job regular doctor appointments a baby degree PhD problems husband

a pregnant

a dream

money

Karaoke

hard work

Letras

CHECK YOUR ANSWERS

(D,G) a PhD student (D) a pregnant woman (G) a trip do New Zealand (D,G) a dream (D,G) a PhD scholarship (D,G) money problems (G) a husband looking for a job (G) Karaoke (D) regular doctor appointments (D,G) hard work (D) a baby (D) Language teaching Certificate Program

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PRACTICE 5

Read the summary of the two stories (A) New Zealand Dream and The Greatest Dream and match each part of the stories with the respective narrative stage (B).
A SUMMARIES OF THE STORIES THE GREATEST DREAM

Donesca found out that she was pregnant and she faced several challenges. Once upon a time, four beautiful girls She decided to live one day at a time: she would study, she would work, she would Everything went all right: she had a baby, she got a PhD scholarship Sometimes when we lose ourselves in pregnancy fear and scholarship despair, in doctor, work, study routineThere are Bavarian cookies.and we must remember that these things we assume only accessorize our daysthey are here to save our livesDonescas love for her daughter, her family, friends, and her hard work saved her life.
NEW ZEALAND DREAM

Her husband got two jobs and they stayed form 10 months in New Zealand. Once upon a time, four beautiful girls Glria had to study a lot and her husband had no job. Everything was expensive and she wanted to stay for 10 months. She studied really hard, her husband tried very hard to get a job. They never gave up. Sometimes when we lose ourselves in fear and despairin routine and constancy in hopelessness and tragedy
B NARRATIVE STAGES

1. (SITUATION) 4. (SOLUTION)

ORIENTATION

COMPLICATION 3. (PROBLEM) RESPONSE 2. 5. (EVALUATION) CODA

RESOLUTION

CHECK YOUR ANSWERS

DONESCAS STORY: (2), (1), (3), (4), (5)


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GLRIAS STORY: (4), (1), (2), (3), (5)

PORTFOLIO ACTIVITY

A) Write two sentences about the similarities and two sentences about the differences between the two stories in a Word document and save it as Portfolio Unit 3, Topic 1, Act 2A. B) Choose one of the stories (The Greatest Dream or New Zealand Dream) to retell. Record it and save it as Unit 3, Topic 1, Act 2B. Use the Simple Past to retell the story you choose. Click here if you need help on the use of the Simple Past. http://www.englishpage.com/verbpage/simplepast.html [3] http://www.ego4u.com/en/cram-up/grammar/simple-past [4] suggestions on how to start, sequence, and finish your story.
WAYS TO START YOUR STORY:

Once upon a time THERE WAS A GIRL NAMED GLRIA/DONESCA WHO WANTED TO GET A SCHOLARSHIP TO GO TO NEW ZEALAND/ WHO WANTED TO HAVE A BABY AND START A PHD There once was A GIRL NAMED GLRIA/DONESCA WAYS TO SEQUENCE YOUR STORY: SHE SECOND, SHE NEXT, SHE THEN, SHE FINALLY ,
WAYS TO FINISH YOUR STORY:

GLRIA/DONESCA

FORUM

Discusso sobre os seguintes aspectos: - Dentre os professores entrevistados, qual teria mais afinidade com crianas? Justifique. - Qual teria menos afinidade? Justifique.

FONTES DAS IMAGENS


1. 2. 3. 4. http://lrs.ed.uiuc.edu/students/fwalters/compcont.html http://www.unc.edu/depts/wcweb/handouts/comparison_contrast.html http://www.englishpage.com/verbpage/simplepast.html http://www.ego4u.com/en/cram-up/grammar/simple-past

Responsvel: Prof. Maria da Glria Tavares Universidade Federal do Cear - Instituto UFC Virtual

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