CMSP - ENGLISH LESSON - 1EM

COMMUNICATION, FASHION, MUSIC:

EVERYTHING LEADS TO ART!

April 30, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes da 1ª série do Ensino Médio, ministrada pelo professor João Franco Júnior e moderada pelo professor Edmundo Gomes Júnior. A aula (revisão dos conteúdos do 1º bimestre) contemplou a seguinte habilidade da BNCC e do Currículo Paulista do Ensino Médio, área de Linguagens e suas Tecnologias:

• (EM13LGG201) Utilizar as diversas linguagens (artísticas, corporais e verbais) em diferentes contextos, valorizando-as como fenômeno social, cultural, histórico, variável, heterogêneo e sensível aos contextos de uso.

Também foi contemplada a seguinte habilidade de suporte do 6º ano do Ensino Fundamental:

• (EF06LI20) Utilizar o presente contínuo [present continuous or present progressive] para descrever ações em progresso.

Infelizmente, os slides dessa aula ainda não estão no repositório do CMSP. Assim que possível, esta postagem será atualizada.

UPDATE: os slides dessa aula estão AQUI.

LESSON PLAN - 6th year

Reconhecer como pessoas de

culturas diferentes se cumprimentam

OBSERVATÓRIO ENSINO DA LÍNGUA INGLESA

Plano de aula de Inglês com atividades para o 6º ano do ensino fundamental sobre como pessoas de 19 países diferentes se cumprimentam. O objetivo é aprender como encontrar informações gerais e específicas em um texto que descreve lugares. O plano inclui material para contextualização, inputs, outputs e feedback. As atividades almejam o desenvolvimento da habilidade EF06LI09 da BNCC, “Localizar informações específicas em texto”.

Temas: 

• Plano de aula
• Atividades pedagógicas
• Ensino Médio
• Ensino de línguas

Tags:

• BNCC
• 6º ano

Autor: BAHURY, Michelle
URL: Clique aqui para acessar
Formato: html
Tipo de Documento: Plano de aula
Fonte: Nova Escola
Data de Publicação: s.d.

Fonte: https://www.inglesnasescolas.org/educ-resource/reconhecer-como-pessoas-de-culturas-diferentes-se-cumprimentam/. Acesso em: 30.abr.2021.

"I WAS JUST GOING TO WRITE YOU"

EU IA LHE ESCREVER AGORA MESMO!

As 100 palavras mais usadas em Inglês

by TIM BARRETT

DOMINE INGLÊS

Tim Barrett & Família

April 20, 2021

Uma amiga de Tim Barrett lhe escreveu perguntando se ele ia querer participar de um evento que ela estava planejando. Ele respondeu: “Eu ia lhe escrever agora mesmo!”
Hora de aprender a dizer isso escutando o minipodcast sobre a palavra #99 das 100 palavras mais usadas em inglês, o passado do verbo be: was.

CLICK HERE TO LISTEN TO TIM BARRETT'S MINIPODCAST

FRASES NO MINIPODCAST:

I was just going to write you.

• I am
• You are
• He is
• She is
• It is
• We are
• You are
• They are

• I, he, she, it was
• you, we, they were

I was here last week.

• He was here.
• Was he here?

• I am going to write.
• I was going to write.
• I was just going to write you.

I was just going to _____________________ .

• I was just going to visit my grandmother.
• I was just going to participate on the site.
• I was just going to check if you left a comment there.

Adaptado de: https://domineingles.com.br/eu-ia-fazer-algo-agora-mesmo/. Acesso em: 29.abr.2021.

LINGUISTIC MEDIATION

HOW TO MAKE A GOOD SUMMARY
OF A TEXT

ANGEL CASTAÑO

MULTIMEDIA - ENGLISH

April 24, 2021

The Common European Framework of Reference (CEFR) has established a new skill to be assessed, together with writing, speaking, reading and listening. This new skill is called "mediation". Here we will explain what this new kind of exercise is, and how to do it.

WHAT IS LINGUISTIC MEDIATION

We can define it as a kind of interaction where one person helps another person to understand a written or oral piece of language. So let's say we are talking about English, AA is the mediator and BB is the receiver. We can have two types of mediation:

• Interlinguistic or bilingual: BB doesn't understand English, so AA will mediate by translating the meaning of the English text into BB's own language.
• Intralinguistic or monolingual: BB understands English, but not good enough to understand a piece of language which is too difficult or too technical. In this case AA must mediate by explaining the meaning of the language in a level of English that BB can understand.

In both cases the situation is basically the same, AA will help BB understand a piece of information. If the original information is transmitted through a text, we call it written mediation or oral mediation if it is explained by talking. The technique we are going to teach here can be used for all kinds of mediation, written or oral, bilingual or monolingual, but we will explain it specifically for written intralinguistic mediation, that is, you get a difficult English text and turn it into an easier shorter English text. For other situations just make the logical adjustments.

INTROLINGUISTIC WRITTEN MEDIATION

In bilingual mediation we could think that all we need to do is translating the original text. But if we are asked to do an exercise of written mediation, we will be required to say the same ideas but using our own words and in a shorter version. For interlinguistic mediation this is even more obvious. So this will be our challenge: to make a summary of the text and make sure you keep all the original ideas as well as the intention of the text.

STEP 1: EXTRACT THE IDEAS FROM THE ORIGINAL TEXT

The most successful article in our blog, by far, is this: 8 Steps to Write a Good Composition. You should read that text to learn how to plan your composition. In that article we teach you how to make an outline containing the ideas you are then going to express in your text. You make an outline, then you transform that outline into a text. Well, if you learn how to make an outline, mediation will be easy, all you have to do is reverse the process.
First thing to do is read all the text quickly to get the general idea. Quickly, don’t worry about difficult words, don’t underline, don’t take notes, just a quick read. Then you must find out the specific ideas that make up the text. For that, you must extract the outline contained in the text, so you end up with these essential elements:

1. Topic and approach → This is what the text is about and how the writer is going to deal with it. You will usually find them in the opening sentence (O.S., the first sentence of the text, or in the opening paragraph). We don’t want to get the opening sentence; we only want to extract the two elements that make up the opening sentence: topic and approach.

2. Supporting ideas (S1, S2, S3...) → Remember that every paragraph contains one general idea, so read the whole paragraph and see what its general idea is.

3. Details → Once you get the general idea for that paragraph, see now the little ideas (details) used in that paragraph to explain that general idea.

4. Purpose or aim of the text → When we write a text we do it for some reason, we want to transmit some kind of information, feeling, idea, etc. We often can find that purpose in the last sentence or paragraph (the closing sentence, C.S.), but we also need to remember what the topic and the approach are. This purpose must be clear in our summary too.

Tip → You can create your outline on a separate place, or you can use notes and underlining inside the text: Think of what the topic, approach and purpose is, and then simply write the S1 next to each corresponding paragraph, and underline the key words corresponding to the details of each paragraph.

STEP 2: MAKE IT SHORTER (select only important details)

In one paragraph we have one supporting idea, and that idea is expressed through several details. To make a summary we must keep the supporting ideas but must compress the paragraph. We can do so by making shorter sentences but also by removing unnecessary details if necessary.
So imagine you have a paragraph with 4 details. All four are trying to express the supporting idea of that paragraph, but maybe we don’t need to use all four and we can use maybe two or only one detail. If you extracted the outline properly and you have got the details for that supporting idea, now think a bit about which details are more important or less necessary to express that idea and remove the less important ones.

STEP 3: TURN THE OUTLINE INTO A TEXT

Now we have the outline, the bones of the composition. All you have to do is transform that outline into your own text, with your own words, but creating a shorter version according to the instructions you receive. This way you can be sure that your summary has the same topic and approach, the same supporting ideas and the same purpose. Nothing essential will be lost in the summary, so it will be a faithful reflection of the original text.
Start explaining that you are going to talk about a text you read, and then make sure the topic, approach and purpose will be reflected either in this first sentence or all through your summary. Then start with Idea 1 and details, then idea 2 and details, then Idea 3 and details, etc.
Remember: a Mediation is not a Composition. In a composition you must show how good you are at correction, richness, composing, etc. In a mediation exercise you must show that you can express the same ideas as the original text so another person can understand. So we don’t worry so much about complexity, grammar, variety, etc. All that is fine, but now the most important thing is clarity, so simplicity helps.
For interlinguistical mediation, that is, explaining an English text into another language, you can do the same thing to summarise your text. The only difference is that once you extract the outline, you will write your summary in the other language, not in English.
Extracting the outline will also help you if you are going to do an oral mediation. You can use the outline as notes to talk about it and make sure nothing important is left out.
Anyway, Mediation is a new skill and many people don’t even understand well what this is about. It is difficult to find articles or books about it. So if you possibly can, talk to your teacher to understand exactly what they want you to do in case they have a different idea in mind.
We will now give you an example so you can see all these instructions in use. This text is short and simple, so you can see things clearer, but the procedure will be the same with longer and more complicated texts.

EXAMPLE

ORIGINAL TEXT

Living in a flat or in a house is quite a different experience with pros and cons, so if you live in the city and you must decide on buying a house or a flat, here are some things you must consider.
The most important thing, probably, is that a flat is usually cheaper. Flats can also save you a lot of money on maintenance because many costs are shared, such as central heating and building repairs and so on.
On the other hand, a house may be more expensive and away from the city centre, but it also offers more privacy. Besides, they are often bigger, so it is an ideal option for children or pets. Moreover, since they are usually in the outskirts, the area will also be quieter and the general atmosphere much less stressing.
For all that, if you are thinking of buying your new home, be very careful and balance all the good and bad things of each option. Therefore, think of money, for sure, but also think of the kind of life quality you would like to have, and then choose the option that best suits your likes and needs.
(196 words)

MEDIATION TASK: You have read this text in a blog and want to share it with your friend Megan. Send him or her a text message with about 60 words.

EXTRACTING OUTLINE:

Topic: buying a house or a flat?
Approach: pros and cons

Supporting ideas and details

S1: about flats
details: cheaper

S2: about houses
details: more expensive, away, more privacy, bigger (good for children & pets), away, quieter, relaxing

S3: Balance
Details: think of money, think of quality of life

Purpose: help people to choose what to buy

Tip → It's a good idea to begin your summary explaining that you are going to write a summary of somebody else's text, so you can use phrases such as: "This is a text about...", "The writer of this text explains...", etc.

WRITE YOUR TEXT in about 60 words

This article is for people looking for a place to live. They say that flats are cheaper, because some expenses are shared, but a house is usually bigger. Houses are often away from the centre, so the neighbourhood is quieter and more relaxing. And they say, before choosing, think of the cost but also of the quality of life you want.

EXPLANATIONS

Our final text is much shorter, but all the ideas from the original text are present (Supporting ideas 1, 2 and 3) The topic and the purpose are also clear in our summary and the text is simple and clear. We had to remove some details though. In S1 there was only one detail, so we couldn’t remove it, and in S3 there were two details, but if you removed any of them the whole S3 was destroyed. So we only had S2 to reduce details, and this is why we removed some of them:

• More expensive: in S1 we just said flats are cheaper, so if we now say houses are more expensive we are not giving new information, just repeating what we just said, so out.
• Away: this idea is later repeated when explaining that houses are in quieter and less stressful areas because they are away from the city centre, so instead of mentioning the same idea twice, we only mention it once.
• More privacy: well, we really had to remove more things if we wanted to keep in the limit of words, and this idea may be important, but we thought other ideas were more important, so we sacrificed this one.
• Good for children and pets: we said houses are bigger, so this is just a consequence of that and may be inferred if needed.

As for the rest of details, we tried to make the sentences simple, short and whenever possible, we combine two or more details in one single sentence.

And that’s it! With a bit of practice you will see that written mediation is really quite a simple task… as long as your skills for reading and writing are good enough, of course.

Adaptado de: https://multimedia-english.com/blog/linguistic-mediation-how-to-make-a-good-summary-of-a-text-71. Accessed on April 29, 2021.

ATPC DE LINGUAGENS (LÍNGUA INGLESA) - 28/04

ENGLISH - ATPC DE LÍNGUA INGLESA

April 28, 2021

Estão disponíveis, nos links abaixo, os slides e a pauta da ATPC de LÍNGUA INGLESA sobre compreensão textual e o Currículo em Ação, com destaque para o Novo Ensino Médio. A reunião foi realizada no dia 28/04/2021, no período da manhã (10h - 11h30) e no período da tarde (16h30 - 18h), via Google Meet.

April 28, 2021
SLIDES
MEETING AGENDA

CURRÍCULO EM AÇÃO

MATERIAIS DE APOIO 2021

CURRÍCULO PAULISTA

Currículo em Ação - Caderno do Aluno - EF

Volume 2

Já estão disponíveis os materiais de apoio ao Currículo Paulista do Ensino Fundamental, volume 2, CADERNO DO ALUNO. Ainda não disponibilizaram o CADERNO DO PROFESSOR, nem os materiais do Ensino Médio para o 2º bimestre. Os cadernos, bem como os anexos com as habilidades essenciais, podem ser baixados do site do CURRÍCULO PAULISTA da EFAPE (CLIQUE AQUI e escolha "materiais"), ou por este LINK, ou ao lado em MATERIAIS DE APOIO - 2021 (clique em EF - Caderno do Aluno - volume 2 - 2021, para baixar os cadernos com todos os componentes curriculares, ou ENGLISH - EF - Caderno do Aluno - Vol2 - 2021, para acesso apenas aos materiais de Língua Inglesa).

ENGLISH WITH MUSIC

GLORIA ESTEFAN

"REACH"

Written by Diane Warren and Gloria Estefan
Release date: April 3, 1996
Produced by Emilio Estefan & Lawrence Dermer
From the Epic Records album Destiny

Some dreams
Live on in time forever
Those dreams
You want with all your heart
And I'll do whatever it takes
Follow through with the promise I made
Put it all on the line
What I hoped for at last would be mine

If I could reach, higher
Just for one moment touch the sky
From that one moment in my life
I'm gonna be stronger
Know that I've tried my very best
I'd put my spirit to the test
If I could reach

Some days
Are meant to be remembered
Those days
We rise above the stars
So I'll go the distance this time
Seeing more the higher I climb
That the more I believe
All the more that this dream will be mine

If I could reach, higher
Just for one moment touch the sky
From that one moment in my life
I'm gonna be stronger
Know that I've tried my very best
I'd put my spirit to the test
If I could reach

If I could reach (reach), higher
Just for one moment touch the sky
That one moment in my life
I'm gonna be (be stronger)
I'm gonna be so much stronger
Yes, I am
I put my spirit to the test

If I could reach (reach higher)
If I could, if I could
If I could reach
Reach, I'd reach, I'd reach
I'd reach, I'd reach so much higher
(Be stronger)
(Oh, oh, high, higher)

Provided to YouTube by Sony Music Entertainment
“Reach (NBC Olympic Version)”, by Gloria Estefan
Destiny – ℗ 1996 Epic Records, a division of Sony Music Entertainment
Composer Lyricist: Gloria Estefan, Diane Warren
Producer: Emilio Estefan Jr.
Background Vocal, Producer: Lawrence P. Dermer
Background Vocal: Donna Allen
Guitar: Andy Goldman
Percussion: Edwin Bonilla
Orchestrator: Jose A. Molina
Drums, Snare Drum: Paolo Gualano
Associated Performer, Bass, Orchestrator: Jorge Casas
Associated Performers (Choir): Sarah Moore, Shaun Fisher, Rick Morris, Rick Melverne, Carol Becker, Davonda Afolabi, Michelle Vandenbos, Sharon Diacheysn
Bass, Violin: Barry Finclair
Violin: Elena Barere, David Nadien, Donna Tecco, Richard Sortomme, Paul Peabody, John Pinta Valle, Carol Sortomme, Nancy MacAlhany, Charles Libove, Avril Brown, Joyce Hammann, Sandra Park, John Feeney, Jan Mullen, John Beale, Laura Seaton, Eric Wyric, Heidi Modr, Gene Orloff, Cecilia Hobbs Gardner, Guillermo Figueroa, Narciso Figueroa
Bass: Marti Sweet, Joe Bongiorno, Homer Mensch, Debbie Spring
Viola: Susan K. Pray, Julien Barber, Carol Landon, Maryhelen Ewing, Crystal Garner, Craig Mumm
Cello: Philip Lakofsky, Richard Locker, Mark Schuman, Ellen Westerman, Jean LeBlanc, Caryl Paisner, Diane Barere, Eugene Moye Jr.

CMSP - ENGLISH LESSON - 9th year

PRESENTING A POSTER

April 27, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 9º ano do Ensino Fundamental, ministrada pelo professor João Franco Júnior e moderada pelo professor Edmundo Gomes Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

• (EF09LI01) Fazer uso da língua inglesa para expor pontos de vista, argumentos e contra-argumentos, considerando o contexto e os recursos linguísticos voltados para a eficácia da comunicação.
• (EF09LI02) Compilar as ideias-chave de textos por meio de tomada de notas.
• (EF09LI08) Explorar ambientes virtuais de informação e socialização, analisando a qualidade e a validade das informações veiculadas.
• (EF09LI12) Produzir textos (infográficos, fóruns de discussão on-line, fotorreportagens, campanhas publicitárias, memes, entre outros) sobre temas de interesse coletivo local ou global, que revelem posicionamento crítico.

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 8th year

CAN YOU TALK ABOUT YOUR PLANS

FOR THE WEEKEND?

April 27, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 8º ano do Ensino Fundamental, ministrada pelo professor Edmundo Gomes Júnior e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

• (EF08LI03) Construir o sentido global de textos orais, relacionando suas partes, o assunto principal e informações relevantes.
• (EF08LI04) Utilizar recursos e repertório linguísticos apropriados para informar/comunicar/falar do futuro: planos, previsões, possibilidades e probabilidades.
• (EF08LI12) Construir repertório lexical relativo a planos, previsões e expectativas para o futuro.
• (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.

Writing

• (EF07LI13) Organizar texto em unidades de sentido, dividindo-o em parágrafos ou tópicos e subtópicos, explorando as possibilidades de organização gráfica, de suporte e de formato do texto.
• (EF08LI11) Produzir textos (comentários em fóruns, relatos pessoais, mensagens instantâneas, tweets, reportagens, histórias de ficção, blogs, entre outros), com o uso de estratégias de escrita (planejamento, produção de rascunho, revisão e edição final), apontando sonhos e projetos para o futuro (pessoal, da família, da comunidade ou do planeta).
• (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
• (EF08LI02) Explorar o uso de recursos linguísticos (frases incompletas, hesitações, entre outros) e paralinguísticos (gestos, expressões faciais, entre outros) em situações de interação oral.

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 7th year

DATES, MONTHS AND ORDINAL NUMBERS

April 27, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 7º ano do Ensino Fundamental, ministrada pelo professor Edmundo Gomes Júnior e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

Reading

• (EF07LI06) Antecipar o sentido global de textos em língua inglesa por inferências, com base em leitura rápida, observando títulos, primeiras e últimas frases de parágrafos e palavras-chave repetidas.
• (EF07LI09) Selecionar, em um texto, a informação desejada como objetivo de leitura.

Writing (homework)

• (EF06LI14) Organizar ideias, selecionando-as em função da estrutura e do objetivo do texto.
• (EF06LI13) Listar ideias para a produção de textos, levando em conta o tema e o assunto.
• (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
• (EF07LI13) Organizar texto em unidades de sentido, dividindo-o em parágrafos ou tópicos e subtópicos, explorando as possibilidades de organização gráfica, de suporte e de formato do texto.
• (EF07LI14) Produzir textos diversos sobre fatos, acontecimentos e personalidades do passado (linha do tempo/timelines, biografias, verbetes de enciclopédias, blogs, entre outros).

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 6th year

CAN YOU SPELL THEIR NAMES?

April 27, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 6º ano do Ensino Fundamental, ministrada pelo professor Edmundo Gomes Júnior e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula. (2º bimestre)
• (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a língua inglesa.
• (EF06LI02) Coletar informações do grupo, perguntando e respondendo sobre a família, os amigos, a escola e a comunidade.
• (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da língua inglesa em sala de aula.
• (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 3EM

THE UN AND THE HUMAN RIGHTS

April 23, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes da 3ª série do Ensino Médio, ministrada pelo professor João Franco Júnior e moderada pelo professor Edmundo Gomes Júnior. A aula contemplou a seguinte habilidade de Língua Inglesa do Currículo do Estado de São Paulo (2008):

• Ler, compreender, analisar e interpretar: relatos de experiência, páginas da internet, boletins informativos, piadas, adivinhas, verbetes de dicionário e diálogos, inferindo seus traços característicos, bem como suas finalidades e usos sociais.

Também foi contemplada a seguinte habilidade de suporte do 8º ano do Ensino Fundamental da BNCC e do Currículo Paulista de Língua Inglesa:

• (EF08LI05) Inferir informações e relações que não aparecem de modo explícito no texto para construção de sentidos. (4º bimestre)

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 2EM

AIR POLLUTION: A SILENT KILLER

April 23, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes da 2ª série do Ensino Médio, ministrada pelo professor João Franco Júnior e moderada pelo professor Edmundo Gomes Júnior. A aula contemplou as seguintes habilidades de Língua Inglesa do Currículo do Estado de São Paulo (2008):

• Usar formas verbais de presente simples e do passado simples (voz ativa ou passiva) em um texto informativo.
• Reconhecer o processo de formação de palavras: prefixação e sufixação.
• Reconhecer e usar os graus do adjetivo. (habilidade de suporte)

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 1EM

WHAT IS ART?

April 23, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes da 1ª série do Ensino Médio, ministrada pelo professor João Franco Júnior e moderada pelo professor Edmundo Gomes Júnior. A aula contemplou a seguinte habilidade da BNCC e do Currículo Paulista do Ensino Médio, área de Linguagens e suas Tecnologias:

• (EM13LGG201) Utilizar as diversas linguagens (artísticas, corporais e verbais) em diferentes contextos, valorizando-as como fenômeno social, cultural, histórico, variável, heterogêneo e sensível aos contextos de uso.

Também foi contemplada a seguinte habilidade de suporte do 6º ano do Ensino Fundamental:

• (EF06LI20) Utilizar o presente contínuo [present continuous or present progressive] para descrever ações em progresso.

Os slides dessa aula podem ser encontrados AQUI.

ENGLISH GRAMMAR

PRESENT PERFECT

Língua Inglesa - Ensino Médio

CANAL FUTURA

Acompanhe a aula abaixo, do Canal Futura no YouTube, sobre o Present Perfect Tense.

• Present Perfect 
• Fórmula “have/has + past participle” 
• Expressões temporais “just, since, for, already”

PRONUNCIATION

HOW TO PRONOUNCE "MEME"

AMERICAN ENGLISH PRONUNCIATION

Have you ever wondered how to pronounce this funny looking word that comes up sooooo often on social media? Improve your American pronunciation and accent with this short video that will help you pronounce it just right!

ENGLISH DAY

ENGLISH LANGUAGE DAY

April 23

English Language Day is celebrated on April 23. Read about where English came from, how it came to be spoken all over the world and how it is changing.

What is English Language Day?

English Language Day was first celebrated in 2010, alongside Arabic Language Day, Chinese Language Day, French Language Day, Russian Language Day and Spanish Language Day. These are the six official languages of the United Nations, and each has a special day, designed to raise awareness of the history, culture and achievements of these languages.

Why is English Language Day celebrated on April 23?

This day was chosen because it is thought to be Shakespeare's birthday, and the anniversary of his death. As well as being the English language's most famous playwright, Shakespeare also had a huge impact on modern-day English. At the time he was writing, in the 16th and 17th centuries, the English language was going through a lot of changes and Shakespeare's creativity with language meant he contributed hundreds of new words and phrases that are still used today. For example, the words 'gossip', 'fashionable' and 'lonely' were all first used by Shakespeare. He also invented phrases like 'break the ice', 'all our yesterdays', 'faint-hearted' and 'love is blind'. Can you guess what they mean?

The origins of English

The story of the English language began in the fifth century when Germanic tribes invaded Celtic-speaking Britain and brought their languages with them. Later, Scandinavian Vikings invaded and settled with their languages too. In 1066 William I, from modern-day France, became king, and Norman-French became the language of the courts and official activity. People couldn’t understand each other at first, because the lower classes continued to use English while the upper classes spoke French, but gradually French began to influence English. An estimated 45 per cent of all English words have a French origin. By Shakespeare's time, Modern English had developed, printing had been invented and people had to start to agree on 'correct' spelling and vocabulary.

The spread of English

The spread of English all over the world has an ugly history but a rich and vibrant present. During the European colonial period, several European countries, including England, competed to expand their empires. They stole land, labor and resources from people across Africa, Asia, the Americas and Oceania. By the time former British colonies began to gain independence in the mid-20th century, English had become established in their institutions. Many brilliant writers from diverse places across Africa, the Caribbean and Asia had started writing in English, telling their stories of oppression. People from all over the world were using English to talk and write about justice, equality, freedom and identity from their own perspectives. The different varieties of English created through this history of migration and colonization are known as World Englishes.

International English

More than 1.75 billion people speak English worldwide – that's around 1 in 4 people around the world. English is being used more and more as a way for two speakers with different first languages to communicate with each other, as a 'lingua franca'. For many people, the need to communicate is much more important than the need to sound like a native speaker. As a result, language use is starting to change. For example, speakers might not use 'a' or 'the' in front of nouns, or they might make uncountable nouns plural and say 'informations', 'furnitures' or 'co-operations'.
Are these variations mistakes? Or part of the natural evolution of different Englishes? 'International English' refers to the English that is used and developed by everyone in the world, and doesn't just belong to native speakers. There is a lot of debate about whether International English should be standardized and, if so, how. What do you think? If you're reading this, English is your language too.

Source: http://www.un.org/en/events/englishlanguageday/

CLICK HERE to download the British Council worksheet with activities about the article.

Adapted from: https://learnenglish.britishcouncil.org/general-english/magazine/english-language-day. Accessed on April 23, 2021.

WORDS

10 TYPICALLY AMERICAN WORDS

AND THEIR MEANINGS

WIL *

EF ENGLISH LIVE BLOG

They say that Britain and America are separated by a common language. While they are essentially the same, British and American English also differ a great deal, with some words holding completely different meanings depending on which side of the Atlantic you’re on.
British English borrows plenty of words and phrases from American English, and vice versa, and this helps to create an even richer array of words and phrases for us to liven up our conversations and writing with. It’s fascinating to see American words travel from some of the most unexpected places, and into the mainstream use of people on the other side of the ocean.
Here we take a look at some of our favourite American words that are typically and explore their meanings.

1. Cool

No word is more American than cool, and the word has come a long way. It’s said to have first appeared in 1930s America as a Black English slang word for fashionable. The tenor saxophonist Lester Young is credited with making the word popular in jazz circles, and by the 1950s it was in wide circulation thanks to the success of jazz stars like Miles Davis and his Birth of the Cool. Back then it meant a laid back style, or something that was great – even then the word cool was incredibly flexible, and had several meanings. Similar words that were popular at the time, like groovy, rad or fly are no longer around in mainstream conversation in the same way, but for some reason cool survived. Today it has even more meanings – a person or thing that’s hip or trendy, to be aloof or stand-offish with someone, to be socially adept, to be highly skilled or clever. It’s a word that has intrigued linguists for decades, and even today articles appear trying to get to grips with all of the word’s meanings and its rich history.

2. Awesome

Here’s another word whose meaning has changed a great deal over the years. Originally this word meant to cause awe or terror, to inspire wonder or excitement. Nowadays it has been accepted into American and British English slang as a word that means excellent, exciting or remarkable. You’ll hear this word used a lot in teen movies, where it became increasingly popular in the 80s and 90s along with words like excellent, radical, and totally extreme.

3. Gosh

Gosh is an exclamation that’s surprisingly old, and a great example of one of the most popular euphemisms in English. As it is a euphemism, the word gosh has no real meaning – it’s not supposed to. Euphemisms are invented words that are used in place of words that are taboo, that should not be said. In this case, Gosh is a common euphemism for the word God in phrases such as Oh My Gosh or By Gosh or just Gosh. Because it was considered blasphemous to say the Lord’s name in vain, people avoided using the word God and invented many substitute words, or euphemisms, to use in its place in order to be polite and not offend God. It seems people have been trying to keep on the right side of God for a long time, as the Oxford English Dictionary lists the earliest known use of the word Gosh as 1757. Some other similar examples that you’ll still hear all over America are Golly and Gee, which is a euphemism for Jesus.

4. Dude

Here’s another informal American English word you’re bound to have come across. No one knows precisely where and when this word first appeared, but we do know it’s American. Originally the word dude was used to describe man who was overly concerned with his clothes, fashion and appearance, and also in the Western US as a term for a rich man from the city who vacations on a ranch – so originally it was used as a put-down, to make fun of a certain type of gentleman. But today the meaning is almost reversed, describing a man you think is cool, or great. As Bill and Ted do a great job of explaining, it’s also used all the time as a greeting – “Hi dude, how’s it going?” But women can and do call each other dude now too. It’s also used as an exclamation, to show shock or surprise – “Dude! That’s really expensive!”

5. Faucet

In American bathrooms and kitchens you’ll find plenty of faucets. A faucet is ‘a device by which a flow of liquid or gas from a pipe or container can be controlled’, or, you’ll know it more simply as a tap. This word has been around since the 19th century and can be traced back to a late Middle English word given to a bung for the vent-hole of a cask, or a tap for drawing liquor from a container, and in turn from the Old French fausset meaning to bore. So this is an example of the wide array of words that have been incorporated into the American language from all over the world, in this case, French settlers.

6. Diaper

You won’t ever hear of people changing their baby’s nappy in America, you’ll hear about them changing their baby’s diaper. This word for a nappy has a surprisingly romantic origin too! Diaper has been around since the 12th century and comes from the Middle English word diapre meaning made of diaper. This doesn’t help us understand too much, but when we trace that Middle English word back to its Ancient Greek origin it all becomes clear: di means of, and aspros means white. This became diaspros, and then diaper, meaning pure white (at least they are until a baby has worn them for a while…!)

7. Bangs

This is an unusual one, and it shows you just how different American and British English can be. In British English, bangs would be used to describe a load sound, like a gun going off. In American English, however, bangs are a fringe of hair that’s cut straight across the forehead. This use of the word comes from one meaning of the word ‘bang’ which means ‘abrupt’, as a full fringe cuts across the forehead quite abruptly, creating a strong line.

8. Booger

This is an American word for what the British would more often call a bogey – a piece of nasal mucus. It turns out people have been picking their noses for boogers for a long time, as the word has been traced all the way back to 1866! But the term can also be used as a name for a bogeyman, a spook, hobgoblin or scary apparition. It most likely comes from the Old English word boggard meaning goblin – which is another slimy green thing!

9. Antsy

Ever feel agitated? Impatient? Restless? Then you’ve definitely been antsy. This word originated in North America and can be traced back to the mid-19th century. It’s believed to have come from the popular phrase ‘to have ants in your pants’ – something that would understandably make you feel very agitated!

10. Benjamins

Have you ever heard the phrase ‘Money makes the world go round?’ Then you’ll definitely understand the phrase ‘All about the Benjamins’. This Puff Daddy and Notorious B.I.G. hit helped popularise this word outside of American hip-hop and street culture. A ‘Benjamin’ is a slang term for an American $100 dollar bill, because these bills feature the face of Benjamin Franklin, one of the Founding Fathers of America. So if something is all about the Benjamins, it’s all about the money.

* WIL is a writer, teacher, learning technologist and keen language learner. He’s taught English in classrooms and online for nearly 10 years, trained teachers in using classroom and web technology, and written e-learning materials for several major websites. He speaks four languages and is currently looking for another one to start learning.

Copyright © 1996 - 2018 © EF Education First Group. All rights reserved.

Adapted from: https://englishlive.ef.com/blog/english-in-the-real-world/10-typically-american-words-meanings/. Accessed on April 22, 2021.

TEACHING IDEAS - SOCIAL MEDIA

7 Ways to use Social Media
in the ESL Classroom

CLAUDIA PESCE

BUSY TEACHER

“Social media is a big part of my students’ lives. They’re always checking Facebook updates or Tweeting to each other inside and outside the classroom. So the big question is: should I use social media in my classroom and if so, how?”

When I started teaching over 20 years ago, students did not have cell phones. A few, mostly doctors, had beepers and pagers. Gradually, pagers gave way to cell phones, and suddenly it was not only the doctors who had them, most students had cell phones. They became increasingly popular – and annoying. The beeping was replaced by the incessant ringing. Soon enough, a “no cell phone in class” rule had to be put into effect. Years later, the beeping returned. Students were no longer getting calls; they were getting notifications. Message notifications, Facebook notifications – every kind of notification imaginable. And I became increasingly annoyed.

The Dawning of a New Era

For over ten years, cell phones were turned off during my classes. But as technology evolves, so do we. We grow accustomed to a new form of literacy. We learn to communicate through different media. What was once “unnatural” becomes second nature. Social media may still be annoying to some, but it certainly has its use in the ESL classroom – and its disadvantages. Let’s consider both sides of the social media coin.

Advantages of Using Social Media in the ESL Classroom

• Social media engages students. It encourages participation as students have the chance to express themselves through media they feel comfortable using.
• Social media enhances student collaboration. Students can easily interact and share information, work together on projects, and communicate freely and easily.
• Social media allows the teacher to share resources like images, worksheets and websites effortlessly and effectively.
• Social media has tremendous potential for creative and engaging homework tasks.
• Social media helps keep parents and family members “in the loop”. Teachers may reach out to parents with comments, feedback and suggestions. Groups may share class activities, post photos and publish their work online.

Disadvantages of Using Social Media in the ESL Classroom

• It is necessary to supervise student activity, and monitor comments and posts for inappropriate content, remarks or even cyber bullying.
• Social media can be a huge distraction. Students may stray from the tasks at hand and use social networking sites for personal interactions or to play online games, for example.
• Social media relies more heavily on written, rather than spoken, interactions. Students’ ability to interact face to face may be affected.

Let’s suppose you’re determined to incorporate social media into your ESL classes. Let’s address the “how”.

Here's How You Can Use Social Media in Your ESL Classroom

CLICK HERE TO DOWNLOAD THE INFOGRAPHIC

1. Keep Me Posted

Create a Twitter account or Facebook page/group for your class. Students compose Tweets or posts about something they’re learning, for example, Thanksgiving traditions in North America, for family and friends to read.

2. ESL Bloggers

Create a blog for your class and have students contribute regular posts. Students then share their posts on several social media sites. They may also reply to comments to their posts.

3. Connected Classrooms

Reach out to classrooms / schools in other cities / states / countries. Use social media to facilitate interaction among ESL students from different cultural backgrounds.

4. YouTubers

Have a YouTube channel for your class. Create and upload videos of your students acting out role plays, interviewing each other or putting on a show. Share videos with family and friends.

5. Digital Citizenship

More and more companies and college admissions boards are checking social media profiles when researching candidates. With the advent of online resumes, ESL students are in dire need of digital literacy, as well as English fluency. Teach ESL students how to write a professional-looking LinkedIn profile, or discuss what to post and what not to post to their Facebook profiles.

6. Hang out!

Google Hangouts can be an invaluable resource for students who need to work on a project but can’t work out a schedule to meet at the same place, at the same time. You may also choose to host a special Hangout outside class hours.

7. Go Social with Edmodo

If you’d rather not use Facebook or other popular social media sites, Edmodo is an excellent alternative. Often referred to as the “Facebook for schools”, Edmodo is basically a social media platform that allows you to create a digital classroom where you can post assignments, announcements and interact with your students, as well as ESL teachers located throughout the globe. If you haven’t tried Edmodo yet, I highly recommend you check it out.

No Social Media Skills? No Problem.

Some teachers are reluctant to use social media in the classroom because they are not comfortable using it themselves. How can you use social media responsibly when you can barely handle the basics? This should not be an excuse. There are any number of resources and free online courses resources for social media beginners. 

Social media is here to stay. You can ignore it or embrace it – the choice is yours. It can be a distraction, but it doesn’t have to be – not if you don’t let it become one. It’s simply another great tool you can use in your ESL classroom to make your classes more engaging. By sharing through social media, your classroom’s boundaries are extended so you can include family and friends on your students’ journey.

Adapted from: https://busyteacher.org/20651-how-to-use-social-media-esl-classroom.html. Accessed on April 22, 2021.

CMSP - ENGLISH LESSON - 9th year

WHAT'S A SURVEY?

April 20, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 9º ano do Ensino Fundamental, ministrada pelo professor João Franco Júnior e moderada pelo professor Edmundo Gomes Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

• (EF09LI04) Expor resultados de pesquisa ou estudo com o apoio de recursos, tais como notas, gráficos, tabelas, entre outros, adequando as estratégias de construção do texto oral aos objetivos de comunicação e ao contexto.
• (EF09LI12) Produzir textos (infográficos, fóruns de discussão on-line, fotorreportagens, campanhas publicitárias, memes, entre outros) sobre temas de interesse coletivo local ou global, que revelem posicionamento crítico.
• (EF09LI16) Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade.

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 8th year

WHAT WILL SMARTPHONES DO IN 2045?

April 20, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 8º ano do Ensino Fundamental, ministrada pelo professor Edmundo Gomes Júnior e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

Habilidades essenciais:

• (EF08LI11) Produzir textos (comentários em fóruns, relatos pessoais, mensagens instantâneas, tweets, reportagens, histórias de ficção, blogs, entre outros), com o uso de estratégias de escrita (planejamento, produção de rascunho, revisão e edição final), apontando sonhos e projetos para o futuro (pessoal, da família, da comunidade ou do planeta).
• (EF08LI04) Utilizar recursos e repertório linguísticos apropriados para informar/comunicar/falar do futuro: planos, previsões, possibilidades e probabilidades.
• (EF08LI12) Construir repertório lexical relativo a planos, previsões e expectativas para o futuro.
• (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.

Habilidades de suporte (reading and writing):

• (EF08LI05) Inferir informações e relações que não aparecem de modo explícito no texto para construção de sentidos.
• (EF08LI08) Analisar, criticamente, o conteúdo de textos, comparando diferentes perspectivas apresentadas sobre um mesmo assunto.
• (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
• (EF08LI02) Explorar o uso de recursos linguísticos (frases incompletas, hesitações, entre outros) e paralinguísticos (gestos, expressões faciais, entre outros) em situações de interação oral.

Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 7th year

HOW MANY ARE THERE?

April 20, 2021

Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 7º ano do Ensino Fundamental, ministrada pelo professor Edmundo Gomes Júnior e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:

Habilidades essenciais

• (EF07LI06) Antecipar o sentido global de textos em língua inglesa por inferências, com base em leitura rápida, observando títulos, primeiras e últimas frases de parágrafos e palavras-chave repetidas. (1º bimestre)
• (EF07LI15) Construir repertório lexical relativo a verbos regulares e irregulares (formas no passado), preposições (in, on, at) e conectores (and, but, because, then, so, before, after, entre outros). (1º bimestre)
• (EF07LI03) Mobilizar conhecimentos prévios para compreender texto oral. (2º bimestre)
• (EF07LI09) Selecionar, em um texto, a informação desejada como objetivo de leitura. (2º bimestre)

Writing abilities

• (EF07LI13) Organizar texto em unidades de sentido, dividindo-o em parágrafos ou tópicos e subtópicos, explorando as possibilidades de organização gráfica, de suporte e de formato do texto.
• (EF06LI14) Organizar ideias, selecionando-as em função da estrutura e do objetivo do texto.
• (EF06LI13) Listar ideias para a produção de textos, levando em conta o tema e o assunto.
• (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
• (EF07LI14) Produzir textos diversos sobre fatos, acontecimentos e personalidades do passado (linha do tempo/timelines, biografias, verbetes de enciclopédias, blogs, entre outros).

Os slides dessa aula podem ser encontrados AQUI.