Saturday, October 30, 2021

CMSP - ENGLISH LESSON - 1EM

IS SPORT AN ART?
October 29, 2021



Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes da 1ª série do Ensino Médio, ministrada pela professora Rosana Francisco e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista do Ensino Médio, área de Linguagens e suas Tecnologias (LGG):
  • (EM13LGG202) Analisar interesses, relações de poder e perspectivas de mundo nos discursos das diversas práticas de linguagem (artísticas, corporais e verbais), compreendendo criticamente o modo como circulam, constituem-se e (re)produzem significação e ideologias.
Também foram contempladas as seguintes habilidades de Língua Inglesa dos anos finais do Ensino Fundamental, de acordo com a BNCC e o Currículo Paulista:
  • (EF08LI18) Construir repertório cultural por meio do contato com manifestações artístico-culturais vinculadas à língua inglesa (artes plásticas e visuais, literatura, música, cinema, dança, festividades, entre outros), valorizando a diversidade entre culturas.
  • (EF06LI14) Organizar ideias, selecionando-as em função da estrutura e do objetivo do texto.
Os slides dessa aula podem ser encontrados AQUI.

Friday, October 29, 2021

(FRIGHTENING) MUSIC & HALLOWEEN

5 LETRAS TERRIVELMENTE ASSUSTADORAS
ENGLISH WITH MUSIC



Já que o Halloween está próximo, a teacher Carina Fragozo faz uma análise de 5 letras de músicas terrivelmente assustadoras de Michael Jackson (Thriller), Iron Maiden (Fear of the dark), Metallica (One), The Cure (Lullaby) e Black Sabbath (Black Sabbath). Prepare seu coração, pois algumas letras são pra lá de pesadas... 😱

Carina Fragozo é Doutora em Linguística pela USP, Professora de Inglês e apaixonada pelo universo das línguas e da linguagem humana. 💗


HALLOWEEN - WIZARD by PEARSON

CULTURA
VOCABULÁRIO DE HALLOWEEN:
COMEMORE O DIA DAS BRUXAS EM INGLÊS


Por Redação Wizard
29 de outubro de 2021

Enriqueça o seu vocabulário de
Halloween para comemorar o Dia das Bruxas com termos em inglês para você mandar bem nesta data assustadora!


Outubro é o mês que tem o Dia das Bruxas, conhecido mundialmente como um feriado que é celebrado, principalmente, nos Estados Unidos. E para entrar nessa festa, como está o seu vocabulário de Halloween?

Para conversar em inglês sobre essa comemoração, é importante conhecer algumas palavras, como bat, candy, costume e monster. Além disso, há expressões que são muito utilizadas nessa época.

Quer saber quais? Comemore o Dia das Bruxas em inglês ampliando o seu vocabulário de Halloween!

Um pouco sobre a história do Halloween

O Dia das Bruxas, ou Halloween, tem uma história muito curiosa e diferente com o senso comum atual sobre essa festa. Suas raízes, ao contrário do que muitas pessoas pensam, está no Reino Unido e não nos Estados Unidos.

O nome Halloween deriva de “All Hallows Eve”. Para entender essa expressão, vamos desmembrá-la em partes:
  • Hallow: termo antigo para ‘santo’
  • Eve: sinônimo de ‘véspera’
Sendo assim, o termo “All Hallows Eve” indicava, até o século XVI, que era a noite anterior ao Dia de Todos os Santos, celebrado em 1º de novembro — por isso que o Halloween é no fim de outubro.

Como essas celebrações surgiram?

Os historiadores apontam que um antigo festival pagão deu origem ao Halloween moderno. Trata-se do festival celta de Samhain, que significa ‘fim do verão’.

Esse festival durava cerca de três dias, tendo o seu início em 31 de outubro. Era uma homenagem ao “Rei dos Mortos”, com fogueiras e abundância de comida após a época de colheita.

A comemoração, a linguagem e o significado, no entanto, mudavam conforme a região. Em uma tentativa de “cristianizar” o Samhain, a celebração do Dia de Todos os Santos passou a ser feita em 1º de novembro.

E o Halloween moderno?

O Dia das Bruxas que conhecemos na atualidade surgiu entre os anos 1500 e 1800. As fogueiras, usadas anteriormente na queima do joio, tornaram-se populares.

Dentre os rituais populares, aconteciam adivinhações que envolviam a agricultura. Outros pescavam maçãs com a boca, enquanto outros liam cascas de nozes.

Um dos hábitos que permeiam até hoje é o de as crianças que iam de casa em casa, só que cantando rimas ou dizendo orações em homenagem aos mortos. Hoje elas buscam doces ou travessuras.


Nos Estados Unidos, as primeiras referências ao Halloween apareceram na segunda metade dos anos 1800. As tradições uniam brincadeiras do Reino Unido com os rituais rurais de colheita dos americanos.

Por esse motivo, a abóbora passou a ser sinônimo de Halloween.

O vocabulário de Halloween

Agora que você conhece a história do Dia das Bruxas, prepare-se para ampliar o seu vocabulário de Halloween. Assim, a comemoração vai ficar ainda mais divertida. Veja a lista que separamos para você:
  • Afraid / com medo, receio
  • Afterlife / pós-vida, além vida
  • Alien / alienígena
  • Bat / morcego
  • Beast / besta
  • Black cat / gato preto
  • Blood / sangue
  • Bogeyman / bicho-papão
  • Bone / osso
  • Broom / vassoura
  • Broomstick / cabo de vassoura
  • Candy / doce
  • Casket / caixão
  • Cat / gato
  • Cauldron / caldeirão
  • Cemetery / cemitério
  • Clown / palhaço
  • Cobweb / teia de aranha
  • Cockroach / barata
  • Coffin / caixão
  • Corpse / defunto, cadáver
  • Costume / fantasia
  • Crow / corvo
  • Dead / morto
  • Demon / demônio
  • Devil / diabo
  • Eerie / assustador
  • Fairy / fada
  • Fangs / presas (dente)
  • Fright / susto
  • Frighten / assustar
  • Frightening / assustador
  • Ghost / fantasma
  • Goblin / duende
  • Graveyard / cemitério
  • Halloween / Dia das Bruxas
  • Haunted house / casa assombrada
  • Jack-o’-lantern / abóbora iluminada decorada para o Halloween
  • Magic / mágica
  • Magic wand / varinha mágica
  • Mask / máscara
  • Monster / monstro
  • Mummy / múmia
  • Owl / coruja
  • Party / festa
  • Pirate / pirata
  • Pitchfork / forquilha
  • Poltergeist / fantasma
  • Potion / poção
  • Prank / brincadeira de mau gosto
  • Pumpkin / abóbora
  • Rat / rato
  • RIP (Rest in Peace) / Descanse em Paz
  • Scare / assustar
  • Scarecrow / espantalho
  • Scary / assustador
  • Scream / gritar, grito
  • Shadow / sombra
  • Skeleton / esqueleto
  • Skull / crânio
  • Snake / cobra
  • Spell / feitiço
  • Spider / aranha
  • Spider web / teia de aranha
  • Superhero / super-herói
  • Supernatural / sobrenatural
  • To cast a spell / enfeitiçar
  • To dress up / fantasiar-se
  • Toad / sapo
  • Trick or treat / doce ou travessura
  • Vampire / vampiro
  • Wand / varinha
  • Web / teia
  • Weird / esquisito
  • Werewolf / lobisomem
  • Wicked / malvado
  • Wig / peruca
  • Witch / bruxa
  • Witchcraft / bruxaria
  • Wizard / bruxo, mago
  • Wolf / lobo
  • Zombie / zumbi
Com as palavras e expressões acima, o seu vocabulário de Halloween estará cheio de novos termos em inglês para comemorar o Dia das Bruxas. E aí? Trick or treat? 

Aproveite para conferir o e-book Tudo que você precisa saber sobre a Cultura dos Estados Unidos e conhecer várias curiosidades, desde a história até os hábitos nesse país. Baixe também o e-book Dicas Básicas de Inglês.

Adaptado de: https://www.wizard.com.br/cultura/vocabulario-de-halloween-comemore-o-dia-das-bruxas-em-ingles/. Acesso em: 29 out. 2021. Copyright 2021 © Wizard by Pearson. Todos os direitos reservados.

Thursday, October 28, 2021

ESL WORKSHEET - Superstitions

LESSON PLAN FOR ENGLISH TEACHERS
KNOCK ON WOOD


LinguaHouse.com
October 19, 2021


Level: Advanced (C1-C2)
Type of English: General English
Tags: IELTS; CAE; Beliefs, Religion And Superstition; Celebrations And Special Events; Academic Vocabulary; Giving A Presentation; Agreeing And Disagreeing; Prediction And Speculation; Video Talk
Publication date: 10/19/2021

In this video-based lesson, students explore the origins of both well-known and unusual superstitions from around the world while developing vocabulary and practicing listening skills. Students examine discourse markers and activate these in one of two final activities: mini-presentations or a discussion. There is also an optional extension activity related to language for making predictions about the future. This lesson supports students who are preparing for IELTS and Cambridge exams (by Stephanie Hirschman).

Linguahouse.com is in no way affiliated with, authorized, maintained, sponsored or endorsed by TED Conferences LLC.

  • CLICK HERE to download the student’s worksheet.
  • CLICK HERE to download the teacher’s lesson plan.


VIDEO TRANSCRIPT

Are you afraid of black cats? Would you open an umbrella indoors? And how do you feel about the number thirteen? Whether or not you believe in them, you’re probably familiar with a few of these superstitions. So how did it happen that people all over the world knock on wood or avoid stepping on sidewalk cracks?
Well, although they have no basis in science, many of these weirdly specific beliefs and practices do have equally weird and specific origins. Because they involve supernatural causes, it’s no surprise that many superstitions are based in religion.
For example, the number thirteen was associated with the biblical Last Supper, where Jesus Christ dined with his twelve disciples just before being arrested and crucified. The resulting idea that having thirteen people at a table was bad luck eventually expanded into thirteen being an unlucky number in general.
Now, this fear of the number thirteen, called triskaidekaphobia, is so common that many buildings around the world skip the thirteenth floor, with the numbers going straight from twelve to fourteen. Of course, many people consider the story of the Last Supper to be true, but other superstitions come from religious traditions that few people believe in or even remember.
Knocking on wood is thought to come from the folklore of the ancient Indo-Europeans, or possibly people who pre-dated them, who believed that trees were home to various spirits. Touching a tree would invoke the protection or blessing of the spirit within. And somehow, this tradition survived long after belief in these spirits had faded away.
Many superstitions common today in countries from Russia to Ireland are thought to be remnants of the pagan religions that Christianity replaced. But not all superstitions are religious. Some are just based on unfortunate coincidences and associations.
For example, many Italians fear the number 17 because the Roman numeral XVII can be rearranged to form the word vixi, meaning my life had ended. Similarly, the word for the number four sounds almost identical to the word for death in Cantonese, as well as languages like Japanese and Korean that have borrowed Chinese numerals.
And since the number one also sounds like the word for must, the number fourteen sounds like the phrase must die. That’s a lot of numbers for elevators and international hotels to avoid. And believe it or not, some superstitions actually make sense, or at least they did until we forgot their original purpose.
For example, theater scenery used to consist of large painted backdrops, raised and lowered by stagehands who would whistle to signal each other. Absentminded whistles from other people could cause an accident.
But the taboo against whistling backstage still exists today, long after the stagehands started using radio headsets. Along the same lines, lighting three cigarettes from the same match really could cause bad luck if you were a soldier in a foxhole where keeping a match lit too long could draw attention from an enemy sniper.
Most smokers no longer have to worry about snipers, but the superstition lives on. So why do people cling to these bits of forgotten religions, coincidences, and outdated advice? Aren’t they being totally irrational? Well, yes, but for many people, superstitions are based more on cultural habit than conscious belief.
After all, no one is born knowing to avoid walking under ladders or whistling indoors, but if you grow up being told by your family to avoid these things, chances are they’ll make you uncomfortable, even after you logically understand that nothing bad will happen.
And since doing something like knocking on wood doesn’t require much effort, following the superstition is often easier than consciously resisting it. Besides, superstitions often do seem to work. Maybe you remember hitting a home run while wearing your lucky socks.
This is just our psychological bias at work. You’re far less likely to remember all the times you struck out while wearing the same socks. But believing that they work could actually make you play better by giving you the illusion of having greater control over events. So, in situations where that confidence can make a difference, like sports, those crazy superstitions might not be so crazy after all.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/general-english/knock-on-wood. Accessed on October 28, 2021. LinguaHouse.com © 2008 - 2021.

ENGLISH LESSON WITH BOB THE CANADIAN - "WALK"

BOB THE CANADIAN
LEARN 10 ENGLISH PHRASES
WITH THE WORD WALK
A TOUR OF MY TOWN!



In this video, Bob The Canadian not only will be teaching us some new phrases, he’ll also be taking us for a walk around his local town. He thought, why not teach some English phrases with the word “WALK” in them while going for a walk? So that’s just what Bob’s decided to do.
In this English lesson, he’ll help us learn phrases like, “to walk the walk”, “to take a walk on the wildside”, “to worship the ground someone walks on”, “a walk in the park”, and more.
Enjoy the walk and enjoy learning the new phrases!

BOB’S TIP: always watch the video three times – twice today with English subtitles on, and once tomorrow with the English subtitles off – this will reinforce the English you have learned.

1. A walk in the park a task or activity that is easy to do.

2. You have to learn to walk before you can runwhen learning something new you should learn the basics before moving onto something more difficult.

3. To worship the ground someone walks onto be filled with awe and admiration for someone.

4. To walk all over someone to treat someone in a way that ignores their feelings in order to get one wants; to push someone around (to treat someone roughly or inconsiderately).

5. To walk the walk to actually do what one says they are going to do (it’s not just talk).

6. To take a walk on the wildsideto engage in risky or adventurous behavior.

7. To walk on eggshellsto be very diplomatic and inoffensive so as not to infuriate someone.

8. To walk a mile in someone’s shoesto spend time trying to understand another person’s life.

9. To walk uphill to school both ways (to walk to school uphill both ways) – a humorous phrase typically used by an older person to tell a younger person that life used to be more difficult.

10. To walk off the jobto quit one’s job; to go on strike.

Wednesday, October 27, 2021

CMSP - INGLÊS - EM

ENGLISH LESSONS - CMSP - EM
October 29, 2021



Neste LINK (acesso exclusivo pelo e-mail institucional do Google), encontram-se os slides das aulas de Língua Inglesa do Centro de Mídias do próximo dia 29 de outubro de 2021, referentes às três séries do Ensino Médio. Os materiais também podem ser encontrados na aba repositório do site do CMSP. Lembrando que os vídeos das aulas estarão disponíveis somente depois de sua exibição, inclusive no Canal do CMSP do YouTube.

ATPC DE LINGUAGENS (LÍNGUA INGLESA) - 27/10

ENGLISH - ATPC DE LÍNGUA INGLESA
October 27, 2021



Estão disponíveis, nos links abaixo, os slides e a pauta da ATPC de LÍNGUA INGLESA ENGLISH AND ITS CONNECTIONS WITH THE CURRICULUM – Multiletramentos e Habilidades Linguísticas (Parte I), realizada no dia 27/10/2021, no período da manhã (10h - 11h30) e no período da tarde (16h30 - 18h), via Google Meet.

October 27, 2021

ENGLISH WITH MUSIC

“WALKING IN MY SHOES”
DEPECHE MODE


Written by Martin Lee Gore.
Produced by Dave Gahan, Andy Fletcher, Flood and Alan Wilder.
From the 1993 Sire Records album
Songs of Faith and Devotion.
Released on April 26, 1993.


I would tell you about the things they put me through
The pain I’ve been subjected to
But the Lord himself would blush
The countless feasts laid at my feet
Forbidden fruits for me to eat
But I think your pulse would start to rush

Now I’m not looking for absolution
Forgiveness for the things I do
But before you come to any conclusions
Try walking in my shoes
Try walking in my shoes

You’ll stumble in my footsteps
Keep the same appointments I kept
If you try walking in my shoes
If you try walking in my shoes

Morality would frown upon
Decency look down upon
The scapegoat fate’s made of me
But I promise now, my judge and jurors
My intentions couldn’t have been purer
My case is easy to see

I’m not looking for a clearer conscience
Peace of mind after what I’ve been through
And before we talk of any repentance
Try walking in my shoes
Try walking in my shoes

You’ll stumble in my footsteps
Keep the same appointments I kept
If you try walking in my shoes
If you try walking in my shoes
Try walking in my shoes

Now I’m not looking for absolution
Forgiveness for the things I do
But before you come to any conclusions
Try walking in my shoes
Try walking in my shoes

You’ll stumble in my footsteps
Keep the same appointments I kept
If you try walking in my shoes
You’ll stumble in my footsteps
Keep the same appointments I kept
If you try walking in my shoes
Try walking in my shoes
If you try walking in my shoes
Try walking in my shoes


“Walking in My Shoes” was released as the second single from Depeche Mode’s 8th studio album Songs Of Faith And Devotion on April 26, 1993. It reached position 1 in the US Billboard Modern Rock Tracks and 14 in the UK singles chart.
The song is about redemption, forgiveness and understanding mistakes that people are doing.

Copyright © 1993 Sire Records & Venusnote Ltd.
Phonographic Copyright ℗ 1993 Sire Records & Venusnote Ltd.
Licensed by Sony Music Entertainment.
Official video directed by Anton Corbijn.
Photography by Anton Corbijn.

Tuesday, October 26, 2021

CMSP - ENGLISH LESSON - 9th year

CAN YOU PRESENT RESEARCH DATA
IN THE POSTCARD?
October 26, 2021



Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 9º ano do Ensino Fundamental, ministrada pela professora Rosana Francisco e moderada pelo professor Mauro Farias. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
  • (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.
  • (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.
  • (EF09LI02) Compilar as ideias-chave de textos por meio de tomada notas.
Também foram contempladas as seguintes habilidades do Ensino Fundamental e do Ensino Médio destes componentes curriculares:
  • Eletiva (EMIFCG01): Identificar, selecionar, processar e analisar dados, fatos e evidências com curiosidade, atenção, criticidade e ética, inclusive utilizando o apoio de tecnologias digitais.
  • Arte (EF69AR34): Analisar e valorizar o patrimônio cultural, material e imaterial, de culturas diversas, em especial a brasileira, incluindo suas matrizes indígenas, africanas e europeias, de diferentes épocas, e favorecendo a construção de vocabulário e repertório relativos às diferentes linguagens artísticas.
  • História (EM13CHS104): Analisar objetos e vestígios da cultura material e imaterial de modo a identificar conhecimentos, valores, crenças e práticas que caracterizam a identidade e a diversidade cultural de diferentes sociedades inseridas no tempo e no espaço.
Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 8th year

CAN YOU MAKE A SURVEY?
October 26, 2021



Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes do 8º ano do Ensino Fundamental, ministrada pela professora Rosana Francisco e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
  • (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.
  • (EF08LI01) Fazer uso da língua inglesa para resolver mal-entendidos, emitir opiniões e esclarecer informações por meio de paráfrases ou justificativas.
  • (EF08LI08) Analisar, criticamente, o conteúdo de textos, comparando diferentes perspectivas apresentadas sobre um mesmo assunto.
Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 7th year

THE FOX AND THE GRAPES
October 26, 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 João Franco Júnior e moderada pela professora Rosana Francisco. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
  • (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.
  • (EF07LI15) Construir repertório lexical relativo a verbos regulares e irregulares (formas no passado - past simple), preposições de tempo (in, on, at) e conectores (and, but, because, then, so, before, after, entre outros).
  • (EF07LI09) Selecionar, em um texto, a informação desejada como objetivo de leitura.
  • (EF06LI09) Localizar informações específicas em texto.
  • (EF07LI08) Relacionar as partes de um texto (parágrafos) para construir seu sentido global.
  • (EF07LI09) Selecionar, em um texto, a informação desejada como objetivo de leitura.
Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 6th year

CAN YOU GIVE INSTRUCTIONS
FOR A YOGA POSE?
October 26, 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, com a participação da instrutora de ioga Lita Almeida. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
  • (EF06LI25) Identificar a presença da língua inglesa na sociedade brasileira/comunidade (palavras, expressões, suportes e esferas de circulação e consumo) e seu significado.
  • (EF06LI21) Reconhecer o uso do imperativo em enunciados de atividades, comandos e instruções.
  • (EF06LI08) Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas.
  • (EF06LI09) Localizar informações específicas em texto.
Os slides dessa aula podem ser encontrados AQUI.

HALLOWEEN VOCABULARY

THE 13 SPOOKIEST ENGLISH WORDS
TO INSTANTLY PUT YOU IN THE 
HALLOWEEN SPIRIT


GRAMMARLY BLOG
Jennifer Calonia
Updated on
October 21, 2021



Practicing thoughtful word choice in your writing lets you clearly express your meaning to the reader, and it helps set a vivid mood and tone. If you’re writing a creepy scene in a poem, short story, or longer work, you can conjure the scene just right by using evocative language. Inspired by Halloween, we’ve compiled a list of thirteen spooky words that’ll make your reader’s hair stand on edge.

1 Ghastly

The adjective “ghastly” evokes a horrifying or terrifying sentiment about the noun it’s describing. It’s reminiscent of the word “ghost” as if the subject is taking on a death-like pallor.
Example:
“‘Though thy crest be shorn and shaven, thou,’ I said, ‘art sure no craven,
Ghastly grim and ancient Raven wandering from the Nightly shore —
Tell me what thy lordly name is on the Night’s Plutonian shore!’
Quoth the Raven, ‘Nevermore.’” — Edgar Allan Poe, “The Raven”

2 Ghoulish

The word “ghoulish” describes grotesque or perverse characteristics that are frightening to the beholder. It’s also a form of “ghoul,” a word derived from Arabic that means demonic being.
Example:
“Despite my ghoulish reputation, I really have the heart of a small boy. I keep it in a jar on my desk.” — Robert Bloch, author of Psycho

3 Macabre

Nothing screams Halloween like the word “macabre,” which was derived from an Old French phrase that alludes to the “dance of death.” Today, macabre acutely describes death in a grisly and gory fashion.
Example:
She turned the corner of the house and flinched as the smell of decaying flesh, rotten yet cold as iron, struck her nostrils. A few feet ahead, her eyes met the macabre playground of the day’s crime scene.

4 Phantasm

Phantasm” conjures a haunting image of an unnatural apparition. Emerging from the supernatural, a phantasm might be seen so faintly, so momentarily, that its beholder questions the reality of the surrounding world.
Example:
“But some of us awake in the night with strange phantasms of enchanted hills and gardens, of fountains that sing in the sun, of golden cliffs overhanging murmuring seas, of plains that stretch down to sleeping cities of bronze and stone, and of shadowy companies of heroes that ride caparisoned white horses along the edges of thick forests; and then we know that we have looked back through the ivory gates into that world of wonder which was ours before we were wise and unhappy.” ― Howard Phillips Lovecraft

5 Spine-tingling

Alluding to the human anatomy in your writing conjures sensations of fear. The adjective “spine-tingling” can refer to a chilling, heart-thumping type of fright, but can also describe thrilling suspense about an unknown situation.
Example:
As Mr. Pettigood stood frozen gazing at the ransom letter, a spine-tingling draft billowed through the drawing room, as if bringing his awareness back from the clouds.

6 Blood-curdling

The word “blood-curdling” arouses terror and fear from the senses. It comes from the medieval idea that an excessive amount of fear can turn the blood cold and therefore curdle it.
Example:
“There’s nothing like a blood-curdling hymn to make you feel at home, thought Jean Louise.” — Harper Lee, Go Set a Watchman

7 Creaky

Descriptive words for sounds add layers to an already spooky writing project. “Creaky” objects, like wooden floorboards in disrepair or a rusty swing, almost cry out in warning to the reader.
Example:
“If I didn’t look around it would not be true that somebody had opened the gate with the creaky hinges, and that is a wonderful principle for a man to get hold of… What you don’t know don’t hurt you, for it ain’t real.” — Robert Penn Warren, All the King’s Men: Restored Edition

8 Howl

The word “howl” evokes a melancholy, pained cry. It’s made by an animal, but attributing a howl to a subject that’s not an animal sets an especially eerie mood.
Example:
“And now, my poor old woman, why are you crying so bitterly? It is autumn. The leaves are falling from the trees like burning tears―the wind howls. Why must you mimic them?” ― Mervyn Peake, Titus Groan


9 Shadowy

Describing a noun as “shadowy” makes it mysterious, dark, and difficult to see. And when it’s hard to discern nearby spooky figures, your imagination races to the creepiest possibilities.
Example:
Just beyond the threshold, a shadowy graveyard emerged. The fog drifted between the headstones, as if threatening to stir the peace below the earth.

10 Lurking

When a subject is “lurking,” it suggests someone who poses a sinister threat and is purposefully biding their time for an opportune moment to attack.
Example:
“What’s behind the door or lurking at the top of the stairs is never as frightening as the door or the staircase itself.” — Stephen King, Danse Macabre

11 Crypt

Lead your readers underground with images of a “crypt”—a vault that’s used as a burial area, commonly underneath a church. Crypts elicit an unsettling and foreboding mood that’s perfect for a frightening tale.
Example:
“The last condescended from Academy spires Pretended at life with a cold, dead heart Face like a crypt, from a family of liars Quietly, quietly played . . . her . . . part. —Children’s nursery rhyme” ― K.D. Castner, Daughters of Ruin

12 Cackle

The word “cackle” is often described as a witch’s laugh. The sound is harsh, shrill, and menacing. It can be used to evoke a sense of scorn or unpleasantness that’s to come.
Example:
The hooded figure let out a cackle, then calmly brought a finger toward its cracked, blue lips.

13 Disquieting

This adjective is used to refer to something that makes someone feel anxious or uneasy. The combination of the prefix “dis-” and the root word “quiet” in and of itself implies the opposite of calm; the word is used in the context of a disturbing or fearful situation, ratcheting up a sense of dread.
Example:
“A disquieting loneliness came into my life, but it induced no hunger for friends of longer acquaintance.” ― Truman Capote

These are just a few words to create an ominous and creepy mood in your writing that’s sure to make your audience sleep with the lights on at night.

Adapted from: https://www.grammarly.com/blog/spooky-words/. Accessed on October 26, 2021.

Monday, October 25, 2021

ENGLISH LANGUAGE LEARNERS (ELL)

10 STRATEGIES THAT SUPPORT
ENGLISH LANGUAGE LEARNERS
ACROSS ALL SUBJECTS


Teachers of any subject can use these tips to help English language learners be more engaged and at ease in class.

EDUTOPIA
by Joanna Schwartz
October 21, 2021



While we bring the mental health needs of our students into laser focus this year, it’s still crucial that we keep the social and emotional world of our English language learners (ELLs) front and center. Just like their peers, ELL students come to our classrooms with the burning need to be seen and acknowledged for their unique personalities, life experiences, and talents. But language challenges can obstruct all these amazing facets of their personalities. Additionally, the social pressures of suddenly being in person again and needing to communicate may make them feel anxious, isolated, and embarrassed.

Because of the often-obvious communication difficulties, grade-level and subject-area teachers understandably often rely on ESL (English as a Second Language) teachers to step in and help these students. However, even if you aren’t an ESL teacher, there’s a plethora of strategies you can use to help these incredible students feel comfortable sharing their strengths and unique perspectives on the world.

HELPING ELL STUDENTS ACROSS ALL SUBJECTS

1. Closed captioning isn’t just for the hearing impaired. If you’re showing video content, turning on closed captioning supports ELL students’ comprehension as well as everyone’s literacy skills. According to a 2017 study, the simple act of using closed captioning improves learning, even for students without learning challenges.

2. Voice typing in Google Docs (under the Tools menu) provides students with a voice-to-text option that can help learners who have some oral language but struggle with spelling and writing. By clicking the arrow next to the language, students can even dictate a text in their native language, if need be, and then use Google Translate to translate it.

For older students, or for those who are somewhat more advanced in English but need material translated immediately, the Google Translate app also lets you hold your camera (on a smartphone/iPad, etc.) up to a document and instantly see it in another language, no typing required.
 
3. Offer choices of what students can say if they’re called on and aren’t sure how to respond. This helpful anchor chart, for example, offers students options other than the ubiquitous “I don’t know.”

4. Add gestures to reinforce communication. Remember that in order to communicate, we need to ensure that the sounds coming out of our mouth create a mental image or concept in our listener’s mind. You can increase comprehensible input (the amount of language that’s understood) by using good, old-fashioned gestures. If you want to take it a step further, TPR (Total Physical Response) is a method of teaching vocabulary that uses physical movements to react to verbal input, similar to how young children naturally learn language at home.

5. Draw or write key words frequently as they come up during instruction to help students further decode what you’re saying. You can also use Google Image search to help students visualize what your words refer to and share the images.
 
6.  Utilize a chart: A PECS (Pictorial Exchange Communication System) chart can help individuals with communication challenges to express themselves. By pointing to an image on a classroom-themed PECS chart, students can let you know, for example, that they need to go to the bathroom by pointing to an image of a lavatory or that they are thirsty, sad, or confused, need a pencil, and so on. You can give them a laminated copy to tuck into their desk or hang one up on the wall for little learners. You may want to encourage students to say the words aloud as they point to the images to decrease their dependence on the chart. Try searching Google for “PECS chart for classroom” to find a chart that fits your needs.

7. Add images: A picture is truly worth a thousand words, but for ELLs, images are worth exponentially more. Document cameras provide ELL students with much-needed visual input of texts, worksheets, books, and other printed materials or realia. Project pages from a novel or picture book as the students follow along, display handouts and student writing samples, or use math manipulatives to solve a problem together. Document cameras make a world of difference in showing ELL students exactly what you’re talking about rather than trying to explain it.

8. Pair up: If you want to pair an ELL newcomer with a bilingual student to help them, ask the ELL student to choose a student or two whom they’d prefer to work with, if possible. This prevents you from inadvertently pairing them up with someone they don’t feel comfortable asking for help or with whom they really don’t get along.

9. Give students a “language toolbox”, a notebook full of pages of illustrated vocabulary words organized by theme that students can use as a reference. This is like a simplified version of an illustrated dictionary that younger ELLs can look through by theme to see vocabulary related to the colors, days of the week, classroom items, family members, and so on. In my classroom, I put these pages in plastic page protectors inside a binder for each student to flip through quickly. They can pull it out to help them fill in missing vocabulary when they write or as an easy reference whenever they need it.

10. Use a microphone or voice amplification system, which can help ELL students hear the nuances of your voice more clearly and understand you better. Record the lesson (if permitted), and digitally share the resulting video or audio with ELL students who might benefit from hearing/watching a replay. Similarly, ELLs have a hard time producing sounds correctly when the speaker’s mouth is covered by a mask. Consider sharing posters of mouth formations or videos of you unmasked, creating some of these sounds.

Think about trying these strategies to help alleviate the communication difficulties that can prevent ELL students from becoming fully engaged in their learning and sharing who they are and what they can bring to the classroom.

CMSP - ENGLISH LESSON - 3EM

ARE YOU EVOLVING?
October 22, 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 pela professora Rosana Francisco. A aula contemplou as seguintes habilidades de Língua Inglesa do Currículo do Estado de São Paulo (2008):
  • Inferir o significado de palavras por meio da análise de sua estrutura e de comparação com a língua portuguesa.
  • Ler, compreender, analisar e interpretar: currículo, boletins informativos, piadas, adivinhas e diálogos, inferindo seus traços característicos, bem como suas finalidades e usos sociais
  • Identificar as situações de uso de diferentes tempos verbais.
Os slides dessa aula podem ser encontrados AQUI.

CMSP - ENGLISH LESSON - 2EM

WORLD DISASTERS
October 22, 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 pela professora Rosana Francisco. A aula contemplou as seguintes habilidades de Língua Inglesa do Currículo do Estado de São Paulo (2008):
  • Reconhecer o uso do passado simples e da voz passiva em um texto informativo.
  • Identificar conjunções (contraste, adição, conclusão e concessão) e marcadores sequenciais.
  • Identificar as situações de uso de diferentes tempos verbais.
Os slides dessa aula podem ser encontrados AQUI.

Saturday, October 23, 2021

CMSP - ENGLISH LESSON - 1EM

IS COMEDY REALLY FUNNY?
October 22, 2021



Aula de Inglês do Centro de Mídias da Educação de São Paulo para os estudantes da 1ª série do Ensino Médio, ministrada pela professora Rosana Francisco e moderada pelo professor João Franco Júnior. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista do Ensino Médio, área de Linguagens e suas Tecnologias (LGG):
  • (EM13LGG101) Compreender e analisar processos de produção e circulação de discursos, nas diferentes linguagens, para fazer escolhas fundamentadas em função de interesses pessoais.
  • (EM13LGG202) Analisar interesses, relações de poder e perspectivas de mundo nos discursos das diversas práticas de linguagem (artísticas, corporais e verbais), compreendendo criticamente o modo como circulam, constituem-se e (re)produzem significação e ideologias.
  • (EM13LGG403) Fazer uso do inglês como língua de comunicação global, levando em conta a multiplicidade e variedade de usos, usuários e funções dessa língua no mundo contemporâneo.
Os slides dessa aula podem ser encontrados AQUI.

Friday, October 22, 2021

ENVIRONMENT (LESSON PLAN)

O MEIO AMBIENTE
E O ENSINO DE LÍNGUA INGLESA


O trabalho traz um roteiro de projeto de ensino em Língua Inglesa para turma do sétimo ano do Ensino Fundamental em uma escola pública do município de Santa Maria, RS, com aproximadamente 22 alunos com faixa etária de 11-13 anos. O tema meio ambiente foi selecionado porque é transversal e de grande relevância para a sociedade, e também em função de levar em conta os conhecimentos que os educandos já possuem. O gênero textual cartaz foi selecionado em função da grande dificuldade dos alunos, no geral, com a escrita em língua inglesa.

Temas: Processo de ensino-aprendizagem; Atividades pedagógicas; Escolas; Letramento
Tags: Meio ambiente


Autor: Alexander; Peri; Martins, Lígia
Instituição: Universidade Federal do Rio Grande do Sul - Porto Alegre - Rio Grande do Sul - Brasil
URL: Clique AQUI para acessar (ou AQUI, ou AQUI)
Formato: html/pdf
Tipo de Documento: Artigo
Fonte: REVISTA BEM LEGAL
Volume: 8
Número: 2
Data de Publicação: 2018


Adaptado de: https://www.inglesnasescolas.org/educ-resource/o-meio-ambiente-e-o-ensino-de-lingua-inglesa/. Acesso em: 22 out. 2021.


RELATIONSHIPS - EMPATHY

WHY IT’S IMPORTANT TO PUT YOURSELF
IN SOMEONE ELSE’S SHOES
Open your eyes as theirs — what
do you think they see?


by Theresa Carcaldi
January 15, 2018


Have you ever been in a position where you don’t know how to feel about a situation? Why not try to put yourself in someone else’s shoes?

How easy was it for you to do so? It wasn’t easy for me.

Some people are able to channel their thoughts and feelings with ease, able to change how they think and feel with a snap of a finger; however, for other people, you really have to dig deep, to look deeply into their eyes and uncover their soul one piece at a time. You learn their past, their values, their view of the world, and hopefully, you learn to accept it.

And that’s the easy part — the hard part is using that new knowledge of someone’s mind and soul in order to begin to understand not only the person but the way in which they see the world and thereby make decisions.

To really get into their shoes, you need to try and see the world through their eyes. Start off with yourself; how do you think they would see you? What would they notice first? Your eyes? Your smile? Your personality? Your past history? Would they look at you with love or hate?

Open your eyes as theirs — what do you think they see? Would they see the Earth’s flowers as a beautiful creation that smell divine or do they see them as just another organism in this world? Would they walk passed them without blinking an eye or would they take their time and envelop themselves with the beauty of it all?

Putting yourself into these simple situations as another person can tell you a lot about how that other person sees the world. How they make decisions. How they react to situations. And the reasons why they behave, speak, and think as they do. From there, you’ll be able to understand the situation occurring between you two better and be able to work through it with ease.

It seems so hard to be able to put yourself in those situations because each person has had a different upbringing; each person has had thousands of choices to make and there is no way that each choice would be the exact same as the next person.

It even differs with family and friends — just find a friend or family member and have them write down “heads” and “tails” twenty times on a piece of paper in whatever order you both choose, and you do the same.

Then, compare the results. See if they are in the exact same order — there is a 50/50 chance of the results being the same every time, but the chances of them all being the same is highly unlikely.

Even small differences as this demonstrate the varying ways in which all humans think and perceive the world and its situations.

So, the next time you are put into a position where you don’t understand where a person is coming from, remember that their mind differs from yours. You don’t necessarily have to agree, but it’s important to step into each other’s shoes in order to understand the other person and support them no matter what.

You are each your own person with your own minds, and that’s OK — everyone has the right to think differently. So continue living life from your perspective as long as you remember to understand others.

Thursday, October 21, 2021

ENGLISH CLASS - LIFT

“MYSELF AND MY COMMUNITY”
AULA DE INGLÊS - LIFT
NOVA ESCOLA
20 de outubro de 2021



LIFT (Language Improvement for Teachers), uma iniciativa do Programa de Cooperação Nova EscolaUK-Brazil Skills for Prosperity, é uma trilha gratuita de cursos de Língua Inglesa que conversa com a realidade docente, realizada de acordo com o ritmo de cada indivíduo. São cursos feitos de professor para professor. E o melhor: 100% gratuitos.

Conheça a página do LIFT e comece a aprender agora mesmo: https://especial.novaescola.org.br/lift.

Glory to God in the highest!

“GLORY TO GOD” DAVID HAAS Glory to God in the highest Sing glory to God Glory to God in the highest And peace to His people on earth Glory t...