WELCOME! Sejam muito bem-vindos ao blog de LÍNGUA INGLESA do Núcleo Pedagógico da Diretoria de Ensino - Região Assis (DERA). Foi criado para subsidiar Professores de Inglês que lecionam nas escolas da rede estadual em nossa região, com materiais relacionados aos objetos de conhecimento e habilidades da BNCC e do Currículo Paulista, além de diversas propostas de atividades e reflexões sobre o idioma de Shakespeare, a fim de fortalecer o trabalho docente e a aprendizagem dos estudantes.
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. 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.
(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.
(EF09LI16) Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade.
OBJETOS DE CONHECIMENTO: Funções e usos da língua inglesa: persuasão; produção variada de textos orais com autonomia; verbos modais should, must, have to, may e might.
Os slides dessa aula podem ser encontrados AQUI, e o roteiro para a realização das atividades em um contexto híbrido, AQUI.
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. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
(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.
(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, e o roteiro para a realização das atividades em um contexto híbrido, AQUI.
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 pelo professor Rafael Augusto da Silva. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
(EF07LI05) Compor, em língua inglesa, narrativas orais sobre fatos, acontecimentos e personalidades marcantes do passado.
(EF07LI11) Participar de troca de opiniões e informações sobre textos, lidos na sala de aula ou em outros ambientes.
(EF07LI15) Construir repertório lexical relativo a verbos regulares e irregulares (formas no passado), preposições de tempo (in, on, at) e conectores (and, but, because, then, so, before, after, entre outros).
(EF07LI18) Utilizar o passado simples e o contínuo (formas passado contínuo para produzir textos orais afirmativa, negativa e escritos, mostrando relações de e interrogativa) sequência e causalidade.
OBJETOS DE CONHECIMENTO: Produção de textos orais com mediação do professor; partilha de leitura; construção de repertório lexical; passado simples e contínuo (formas afirmativa, negativa, interrogativa.)
Os slides dessa aula podem ser encontrados AQUI, e o roteiro para a realização das atividades em um contexto híbrido, AQUI.
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. A aula contemplou as seguintes habilidades da BNCC e do Currículo Paulista de Língua Inglesa:
(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.
(EF06LI04) Reconhecer, com o apoio de palavras cognatas e pistas do contexto discursivo, o assunto e as informações principais em textos orais sobre temas familiares.
(EF06LI05) Aplicar os conhecimentos da língua inglesa para falar de si e de outras pessoas, explicitando informações pessoais e características relacionadas a gostos, preferências e rotinas.
(EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.
Os slides dessa aula podem ser encontrados AQUI, e o roteiro para a realização das atividades em um contexto híbrido, AQUI.
ATPC de Língua Inglesa para os anos iniciais do Ensino Fundamental realizada em 28/03/2022 pela equipe do Centro de Mídias da Educação de São Paulo, sob a responsabilidade das professoras Maria Graziela Alvarenga dos Santos e Alexandra Granato Ribeiro. Os objetivos desta formação são:
incentivar os estudantes a aprender de forma autônoma e participativa;
colocar os estudantes no centro do processo de aprendizagem, participando ativamente e desenvolvendo um aspecto de corresponsabilidade na construção do conhecimento.
Level: Upper-Intermediate (B2-C1) Type of English: General English Tags: Food and Drink. Senses. Historical Events. Health and Well-Being; 16-18 Years Old; 18+ Years Old; 13-15 Years Old; Video Talk Publication date: 03/23/2022
Students prepare to watch a fast-paced and colloquial video about the history of salt and pepper by completing vocabulary and tuning-in activities. They watch the video in two parts and answer comprehension questions before they activate vocabulary and phrases from the video in a reading activity about an unusual salt-related job. There is an opportunity to discuss related points and an optional extension activity about words pairs like salt and pepper (by Stephanie Hirschman).
CLICK HERE to download the student’s worksheet in American English.
CLICK HERE to download the student’s worksheet in British English.
CLICK HERE to download the teacher’s lesson plan in American English.
CLICK HERE to download the teacher’s lesson plan in British English.
CLICK HERE to download the video “Why Salt & Pepper Ended Up On Every Table”.
CLICK HERE to download/listen to the audio of the video “Why Salt & Pepper Ended Up On Every Table”.
VIDEO TRANSCRIPT
They’ve sat with us at nearly every table, a pair that’s partnered most of the meals ever cooked in western kitchens. A Yin and Yang, darkness and light. The importance of salt is crystal clear. Life wouldn’t exist without it, and if it did, it would taste gross and weird. But out of all the herbs and spices on the culinary roster, how did this ground-up gray stuff become the go-to spice of life? Seriously, why not salt and turmeric or salt and mustard, salt and cumin, salt and nutmeg, salt and coriander, salt and paprika, salt and cinnamon, salt and allspice, salt and cloves. Salt, or specifically sodium chloride. It’s the only rock that we eat, the unlikely joining of a poisonous gas and an explosive metal, and when paired with water, it provides both the incubator and ingredients for life. We use sodium and chloride ions to keep our cells inflated, to regulate blood pressure, and convey electrical nerve impulses throughout our body. To maintain this, we need to consume about six grams of sodium chloride every day. So, salt’s culinary and cultural value is no surprise – its history could fill a book, and it has. A great book by the way. Have you guys read the book Salt: A World History? Early hunter-gatherer societies got all the salt needed from their animal diet. To this day, the Masai people of East Africa get theirs from drinking the blood of their livestock. But as human society shifted to growing and eating plants, salt became something you either found or traded for. The earliest sites of salt harvesting date to at least 6,000 BC in China and Europe. There’s salt in most of the blue wet stuff covering earth once you boil away or evaporate all that pesky H2O. But there’s pure sodium chloride in Earth’s crust, if you can find it. Following animal trails led us to natural salt licks, and some of these became our first highways. Several ancient salt harvesting cities still bear a pinch of history in their name. Entire economies were built around salt. It was a commodity and currency that you could eat. Roman warriors deemed worth their salt were sometimes given a salary. The Roman custom of salting bitter greens even gave us salad, although that Caesar dressing comes from Tijuana. Today salt is cheap enough to manufacture that many people are in danger of eating too much. But before the Industrial Age, it was scarce enough that people fought wars over it. It even inspired at least one revolution. Before refrigeration, salting was one way to keep food from spoiling since most harmful bacteria can’t grow in high salt conditions. But obviously salt also changes how we experience our food. It makes things taste salty, but it also accentuates other flavors. Sodium chloride can chemically block bitter taste receptors and amplify those that sense sweet, salty, and umami. Depending on when and how it’s applied to food, it can change the very chemistry of how it’s cooked. Salt is probably the most important ingredient on Earth. But then there’s pepper. One spice to rule them all. If you thought salt was interesting, pepper is ... is a thing. Black pepper comes from a flowering vine native to Southeast Asia. It gets its heat from a chemical called piperine, rather than capsaicin like those confusingly named fruits of the chili pepper family. It’s been a common ingredient in Indian cooking for at least four thousand years. But small amounts of black pepper made their way to Greece, Rome, and even ancient Egypt, where peppercorns were apparently valuable enough to stuff up the mummified nose of Ramses the second. Pepper became a key commodity in the spice trade stretching between Asia and Europe, where its main use, like other pungent spices, was to mask the flavor of meat that was, shall we say, past its prime. The extreme distances involved in trading pepper across the known world translated into extreme prices. To inflate them further, Arab traders invented a myth that pepper gardens were guarded by serpents which had to be chased away with fire before a harvest. Who wouldn’t want to put magic snake powder on their food? Throughout the Middle Ages, it was common to see many spices used in the food of the wealthy, but the enduring popularity of black pepper may owe itself to one picky eater. It’s said that Louis the Fourteenth demanded his food lightly seasoned, preferring only salt and pepper be added. The French cuisine developed then was the basis for much of what we eat today, and now pepper is THE spice, and I’m sick of it. Too long we’ve been forced to look at the world of spice in black and white! Held prisoner by pepper, unable to gaze upon the full rainbow of flavors, and I say, “No more!” Join me, brothers and sisters, stand together. We say yes to salt. But let us say anything but pepper! Stay spicy, and curious.
Level: Upper-Intermediate (B2-C1) Type of English: General English Tags: Food and Drink; Ethics and Conduct; Society and Change; Retail; Behavior, Feelings and Emotions; Challenges; Companies and Jobs; Article Based Publication date: 02/07/2022
This lesson focuses on the problem of food waste and can be used as a business or a general English lesson. Listening focuses on two people discussing the statistics of global food waste, and Reading exercises are connected to an article about Marie Rose Belding and her innovative attempts to improve the situation. Exercises give students practice with reading skills, listening skills, and related vocabulary. Students will also have the opportunity to discuss issues related to the topic (by Joe Wilson).
CLICK HERE to download the student’s worksheet in American English.
CLICK HERE to download the student’s worksheet in British English.
CLICK HERE to download the teacher’s lesson plan in American English.
CLICK HERE to download the teacher’s lesson plan in British English.
CLICK HERE to download/listen to the audio in American English.
CLICK HERE to download/listen to the audio in British English.
AUDIO TRANSCRIPT
Businessperson 1:Mmmm! That burger looks delicious! I might order some takeout too. I’m exhausted. Businessperson 2:Yeah, it’s really tasty and massive. And the fries are THE best. Businessperson 1:What are you watching there? Businessperson 2:This amazing documentary on food waste. Have you seen it? Businessperson 1:No, is it any good? Businessperson 2:Scary! I’m blown away by the statistics. Did you know that, out of all the food that is produced to eat, the world throws away about one-third of it? Every single year. Businessperson 1:Seriously? Businessperson 2: Yeah! We could feed three billion people with that food. And it’s worth one trillion US dollars. Businessperson 1: I can’t even wrap my head around how much food that is. Businessperson 2: Maybe this will help. You’ve been to China, right? Businessperson 1:Yes. I did that trip from Shanghai to Beijing with my friends. Amazing. Businessperson 2:So, imagine that all of China was just fields that grow crops. Businessperson 1:That’s a lot of crops. Businessperson 2: It is. It’s 2.5 billion acres. Now imagine we just throw away all the food that we make with them. Businessperson 1:That’s crazy! Businessperson 2:But it’s not just that. It’s the whole food process. The water that is used to grow the wasted food is the equivalent of 200 liters, per person, per day for 9 billion people. Businessperson 1: 9 billion? But there are only about 7 billion people on the Earth now, aren’t there? Businessperson 2:Exactly! There won’t be 9 billion people on the planet until the middle of this century, and by then, we will need to be producing 70% more food than we do now to feed everyone. Businessperson 1: It doesn’t make sense at all. Especially when you consider all of the people who are hungry in the world. I read that about 700 million people don’t have enough food right now.
Level: Pre-Intermediate (A2-B1) Type of English: General English Tags: Food and Drink; Small Business; Health and Well-Being; Adverbs of Frequency; Adverbs; Vocabulary And Grammar Publication date: 06/07/2021
Students complete a mind map about words related to ice cream before listening to an interview with an ice cream maker. The language point is recognizing different types of adverbs and their positions in sentences. Students activate the grammar and vocabulary in a structured pair work speaking activity. There is also an optional extension relating to unusual ice cream flavors (by Stephanie Hirschman).
CLICK HERE to download the student’s worksheet in American English.
CLICK HERE to download the student’s worksheet in British English.
CLICK HERE to download the teacher’s lesson plan in American English.
CLICK HERE to download the teacher’s lesson plan in British English.
CLICK HERE to download/listen to the audio in American English.
CLICK HERE to download/listen to the audio in British English.
AUDIO TRANSCRIPT
Presenter:Hi listeners! Welcome to another edition of the podcast, Our Favorite Foods. Today I’m with Jerry at his ice cream shop in the seaside town of Whitesands. Jerry, when did you start making ice cream? Jerry: I started making ice cream last year. I was living in Boston, and I had an office job there. But I got bored and decided to try something new. I fell in love with ice cream and moved here. Presenter:That’s really interesting. Was it easy to learn how to make ice cream? Jerry:No, it wasn’t easy. I made a lot of mistakes before I learned how to do it well. But I got to eat my mistakes, so it wasn’t too bad! Presenter: What’s the secret to making great ice cream? Jerry:That’s a very good question. I think the best advice I can give is to research your recipe carefully. Find out what other people have already done, and then see if you can do it better. Presenter:What are you making right now? Jerry:Today I’m making strawberry ice cream. People love this flavor. It sells out quickly. Presenter:Do you have any ideas for new flavors? Jerry:I’m probably going to try to make a seaweed flavor ice cream next. Presenter: Really? Seaweed? Jerry: Yes, sweet and salty flavors are very popular. And people usually want to try something new, just to see what it’s like. Presenter:I imagine that your busiest time is the summer. Is that true? Jerry:Of course! If it’s a sunny day, people want to spend time outside, and they come to the beach. But even on rainy days, or in the winter, business has been good. It’s always time for ice cream! Presenter: That’s good to hear. Thanks for speaking to us. Before I go, can I try a scoop of that strawberry ice cream? It looks delicious.
Há diferentes maneiras de se dizer isso no idioma de Shakespeare. Aqui estão certamente as mais comuns.
Uma recomendação: anote essas maneiras em seu Caderno de Vocabuláriocom os exemplos dados. Se possível, procure por outros exemplos. Assim, sempre que você revisar o seu caderno, vai pode dar ao seu cérebro a oportunidade de relembrar uma dessas expressões e assim ir memorizando.
Veja abaixo que há 4 possíveis maneiras de se dizer POR INCRÍVEL QUE PAREÇA em Inglês.
Você não precisa aprender todas de uma só vez. Então, pratique uma por um tempo e depois pratique outra. Assim, seu cérebro não ficará sobrecarregado com tanta informação.
As incredible as it may seem
As incredible as it may seem, we made the right decision. (Por incrível que pareça, nós tomamos a decisão correta.)
As incredible as it may seem, she ate everything. (Por incrível que pareça, ela comeu tudinho.)
As incredible as it may seem, they got there on time. (Por incrível que pareça, elas chegaram lá a tempo.)
As incredible as it may seem, they didn’t get married. (Por incrível que pareça, eles não se casaram.)
Você pode tirar o primeiro as desse chunk e falar “incredible as it may seem”.
Incredibly
Incredibly, she had no idea what was going on. (Por incrível que pareça, ela não fazia ideia do que estava acontecendo.)
Incredibly, no one was hurt in the accident. (Por incrível que pareça, ninguém se feriu no acidente.)
Just as incredibly, we had to go back there and start it all over. (Por mais incrível que pareça, nós tivemos de voltar lá e começar tudo de novo.)
Incredibly, the government has a plan that could help banks do that. (Por incrível que pareça, o governo tem um plano que poderá ajudar os bancos a fazer isso.)
Note que voce pode enfatizar esse “incredibly” dizendo “just as incredibly”. Cuidado! Nem sempre você traduzirá essa palavra por “incrivelmente”.
Oddly enough
Oddly enough, those who earn more, spend less for lunch. (Por incrível que pareça, quem ganha mais gasta menos com o almoço.)
Oddly enough, she wasn’t offended by his remarks. (Por incrível que pareça, ela não se ofendeu com os comentários dele.)
Oddly enough, no one came to my party. (Por incrível que pareça, ninguém veio à minha festa.)
Oddly enough, the movie was a huge success. (Por incrível que pareça, o filme foi um tremendo sucesso.)
Este “oddly enough” pode ser também traduzido como “por mais estranho que pareça“. Para adicionar mais conhecimento lexical a você, leia a dica O Que Significa FUNILLY ENOUGH.
Strange though it may seem
Strange though it may seem, she didn’t know what was going on. (Por incrível que pareça, ela não sabia o que estava acontecendo.)
Strange though it may seem, he landed that job. (Por incrível que pareça, ele conseguiu aquele emprego.)
Strange though it may seem, everyone was aware of the whole situation. (Por incrível que pareça, todo mundo estava ciente da situação toda.)
Strange though it may seem, the system didn’t work as expected. (Por incrível que pareça, o sistema não funcionou conforme o esperado.)
Por fim… Como dito no começo, pratique uma expressão por vez. Você não precisa aprender tudo de uma só. Vá com calma! Assim, você vai aprender como dizer POR INCRÍVEL QUE PAREÇA em inglês de modo bastante natural.
That’s all for now. Take care and keep learning!
Tags: como é que se diz; expressões em inglês; vocabulário em inglês
No que diz respeito ao estudar o uso adequado das preposições em qualquer idioma, aprendê-las em inglês é algo que deve acontecer naturalmente, sem estresse e com o tempo. Não há regras milagrosas e muito menos mágicas para isso. Ou seja, assim como você aprendeu as preposições usando a língua portuguesa naturalmente, o mesmo acontece em inglês. É por meio do uso prático da língua que você a aprende sem complicações e desespero.
Uma dessas coisas curiosas que você aprende ao entender isso é a diferença entre “in time” e “on time”. Muita gente ao ver essas duas expressões prestam atenção às preposições e logo perguntam “como eu vou saber se é para usar ‘in’ ou ‘on’?”. Se você é desses que faz esse tipo de pergunta procure ver as coisas de um modo diferente.
Ao invés de entrar em desespero com “in” ou “on”, aprenda que “in time” e “on time” têm significados diferentes e, portanto, são usadas em contextos diferentes. Dito isso, anote aí que “on time” significa algo como “na hora certa”, “na hora exata”, “na hora planejada”, “na hora prevista”. Veja os exemplos abaixo:
He got stuck in a traffic jam, so he didn’t get there on time. (Ele ficou preso no trânsito, assim não chegou lá na hora certa.)
The boss wants the meeting to start on time. (O chefe quer que a reunião comece na hora prevista.)
Fortunately, our flight is on time. (Felizmente, nosso avião está no horário.)
Já “in time” é o mesmo que “a tempo”, “antes do previsto”, “antes do horário combinado”, etc. Veja,
He would’ve died if they hadn’t got him to the hospital in time. (Ele teria morrido se não o tivessem levado para o hospital a tempo.)
Despite being caught in a traffic jam, he got to the airport in time to get his flight. (Apesar de ficar preso no trânsito, ele conseguiu chegar ao aeroporto a tempo de pegar o voo.)
I hope you get there in time. (Espero que você chegue lá a tempo.)
Note que é tudo uma questão de contexto e do que você quer dizer. Assim, se a ideia for a de dizer “na hora exata”, use “on time”. Caso a intenção seja a de dizer “a tempo”, então use “in time”. Procure por mais exemplos em dicionários e mesmo na internet, e você começará a compreender cada vez mais a diferença e o uso de cada uma delas.
O que significa FUNNILY ENOUGH? Como usar essa expressão em inglês? Em que contexto devemos usá-la?
Como você já deve ter percebido, não dá para traduzir essa expressão ao pé da letra – palavra por palavra –, não é mesmo? Simplesmente algo como “engraçadamente suficiente” não faz muito sentido.
Portanto, saiba que FUNNILY ENOUGH é uma expressão típica do inglês falado. De acordo com o livro What You Need To Know About English Expressions, de Virginia Klein:
“YOU SAY FUNNILY ENOUGH ABOUT A COINCIDENCE OR SOMETHING THAT SEEMS STRANGE OR UNEXPECTED BECAUSE IT IS CLOSELY CONNECTED WITH SOMETHING ELSE THAT HAS BEEN SAID”
Em português, equivale aos nossos “curiosamente“, “que engraçado“, “que estranho“, “por mais estranho que possa ser” quando queremos dizer sobre uma certa coincidência em fatos.
Como tentar explicar assim pode parecer estranho, vamos aos exemplos para ficar mais claro. Exemplos
Funnily enough, I heard someone say exactly the same thing this morning. (Que estranho! Eu ouvi alguém dizer a mesmíssima coisa hoje de manhã.)
Funnily enough, I was just thinking about you when you called. (Que engraçado! Eu estava pensando em você quando você ligou.)
Funnily enough, I was born on exactly the same day as my wife. (Curiosamente, eu nasci no mesmo dia que minha esposa.)
Funnily enough I can remember what I had for lunch last Monday, but not what I had for breakfast today. (Por mais estranho que possa ser, eu consigo me lembrar do que eu almocei na segunda passada, mas não o que eu tomei no café da manhã de hoje.)
He seems, funnily enough, happy that the police caught him. (Por mais estranho que pareça, ele parece feliz por ter sido pego pela polícia.)
Essa expressão pode ainda ser usada em um diálogo. Por exemplo, imagine a conversa abaixo entre duas pessoas:
My son is studying to be an engineer. (Meu filho está estudando para ser engenheiro.)
Wow, funnily enough, so is my son! (Nossa, que curioso! Meu filho também!)
Duas informações extras sobre FUNNILY ENOUGH
Há muito falante nativo de inglês que não gosta dessa expressão. Ou seja, por mais que seja algo natural ou gramaticalmente correto, algumas pessoas parecem não simpatizar muito com ela.
A razão para isso é desconhecida. Alguns até insistem em dizer que o correto seria dizer “funny enough”; mas, essa alternativa não está gramaticalmente correta e nem faz parte do que grande parte da população diria.
Outro ponto é que, para evitar dizer funnily enough, algumas pessoas preferem dizer oddly enough, strangely enough, curiously enough, interestingly enough, aptly enough.
That’s it! Agora você já sabe o que significa funnily enough e também como usar (ou não) essa expressão.
Take care and keep learning! Tags: dicas sobre o inglês falado; expressões em inglês; uso das palavras; vocabulário em inglês
Do you know what these school items are called in ENGLISH?
In this English lesson I take you to school with me on the day before the start of school to help you review English school vocabulary and English school phrases. Whether you are learning English as a student, or if you are a parent or teacher, this lesson serves as a great review of basic English school vocabulary and also gives several example phrases where each word is used in context. I hope you enjoy this English lesson about school and the English classroom! 😉
BOB THE CANADIAN
⌛ Remember: 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! VIDEO TRANSCRIPT *
A BACK TO SCHOOL ENGLISH LESSON: do you know what these school items are called in ENGLISH?
Hi, Bob the Canadian here. Welcome to this little English lesson where I'm going to teach you some words and phrases that you'll need to know if you're a student or maybe a parent of a student, or a teacher in a school. Today is actually a holiday here in Ontario, Canada. But I do need to go in to the school today because, there's a few little things I need to get ready, because tomorrow is the first day of school. So, there's your first term in English. The day when school starts each year, is called the first day of school. Why don't you come with me, and we'll do a little English lesson along the way.
So, this time of year is actually called back to school time. The days leading up to the first day of school, and even the first couple of days of school, we refer to that time in the year as back to school time. There are a lot of back to school sales right now, when you go to different stores. People do a lot of back to school shopping right now. So, this time in the year is referred to as back to school time. And sometimes people stylize the word back to school by using the number two, instead of the word to. So, you'll often see in different flyers that different stores have back to school sales, and sometimes they use the number two, instead of the word to. But it's definitely back to school time here in Ontario, Canada.
Well, we're here. Before I go in, though, I do need to put on my mask. Starting tomorrow, teachers on the first day of school, when the students are here, will need to wear a medical-grade disposable mask, but for today, I am allowed to wear a cloth mask.
Another big difference this year is that, when you enter the building and throughout the day, you have to use hand sanitizer. So, as I'm entering the building right now, I will sanitize my hands. I'll show you in a little bit, there is hand sanitizer in various places throughout the school. There's hand sanitizer in my classroom as well.
The school I work at is a high school. High school students always have a locker where they can keep their things throughout the day. So, this right here is called a locker. Each locker has a lock. This type of lock is called a combination lock. You need to memorize your combination. You need to memorize a series of three numbers so you can open your combination lock.
Inside the locker, students have a place where they can keep things like their backpack. A backpack is a bag that most students buy in order to carry their things back and forth to school. Inside the locker, there's usually some hooks, so they can hang their backpack and also they can hang their jacket or coat, once the weather starts to get a little cooler.
So, this is my classroom. Some of you have seen this room before, some of you have not. Let's take a minute to look at some English words and phrases that you would need to know if you were a student in a classroom. By the way, because I am the only one in this room. I am allowed to take my mask off now. So, I will be doing the rest of the video safely in my classroom by myself with my mask off.
One other thing that's new this year** because of COVID, is we have signage throughout the school. Signage is simply a word that we use to refer to various signs that you will see. This one tells you that you need to practice physical distancing, and this one tells you that you need to wear a mask.
So, you might be wondering, what does a student all take with them to school each day, if they are in a high school in Ontario, Canada? Well, as I said, they will have their backpack. I mentioned this when we were by the locker, I forgot to mention that they will also have a lunch bag because most students will bring a lunch when they go to school. Some do buy their lunch, but most students actually bring their lunch. In their backpack, they will have a pencil case. Sometimes, they will have what's called a math set. I'll show you what's in here later. They will also most likely have a binder and the binder will have dividers. These are called dividers and it will have lined paper. They will also possibly have a small notebook, although this is rare, but some students still will use a notebook, maybe instead of a binder. And they will most likely have a laptop or notebook computer. We usually call this a laptop, although it could be just called a MacBook since it is an Apple computer, but we would call this a laptop, that would be the most common name, laptop. Some students still refer to it as a notebook computer. So, that... (math set clanking) Just drop my math set, I hope I didn't break anything. That would be everything that a student would carry with them throughout the day.
Usually, on the first day of school, students will also receive a textbook for each class they are in and they might receive a workbook for each class they are in. A textbook is a book where students can read and learn new things, and in this math textbook, it gives them work that they need to do, but students do not write in a textbook. A textbook is something that students use to learn things, but they do not write in it. A workbook, on the other hand, is filled with what we would call exercises. A workbook is a book that students might receive in a class and they are allowed to write in it. So, a textbook is a book that you use to learn things, a workbook is a book you are allowed to write in that you use to practice what you have learned.
So, you might be wondering what do students keep in their pencil case and what do they keep in their math set? So, let me just talk about a few of the things that they would carry with them every day. In their pencil case, they will, of course, probably have a pencil. Although even if a student has no pencils in their pencil case, we still call it a pencil case. They will most likely have a highlighter. If they are reading a reading from the teacher and there are important parts, and if they are allowed to, they might highlight some of the important sections. So, they will have a highlighter. They will most likely have markers. Even in high school, sometimes it's nice to be able to do things in color. So, they might use markers or what we sometimes call magic markers. They will for sure have a pen or two. And I have to apologize to all of my viewers in France, this is not a Bic pen, it's a Paper Mate pen, but students will definitely have a pen in their pencil case as well. They might have colored pencils or pencil crayons. We usually call these pencil crayons in Canada and what they are, they are pencils, but they come in different colors. And they will most likely have a sharpener or a pencil sharpener, so that if their pencil or if their pencil crayons get dull, they can sharpen it in the pencil sharpener. They might have an eraser in their pencil case, they might also just have an eraser in their math set. So, let's look at this side of the table. They will most likely have a compass in their math set. A compass is something that you use in order to draw perfect circles, when you are in math class, perhaps studying geometry. They will have a protractor. A protractor is what you use to measure degrees when you are measuring angles. So, they will most likely have a protractor in their math set. They might have a ruler in their math set, or they might have a ruler in their pencil case. It really depends. But a ruler is something you use for a couple of things. You use it to draw straight lines. So, if you take your pen or pencil, you can use it to draw a straight line. But we also will use the ruler to measure things. In Canada, our rulers always have basically, inches on one side and centimeters on the other side, because for some reason we still use both systems of measurement. Now, there are other things in the math set. I don't know what these are called. I simply called them triangles. I think that's what most students call them as well. But this is basically what students will carry in their pencil case and in their math set as they go through the school year.
So, students would sit in a desk, but the teacher also has a desk and let's look at some of the things you would find on a teacher's desk. So, teachers usually have a few things on their desks to help students with their learning. They usually have a stapler. A stapler is used to staple two pieces of paper together, and it is filled with staples. So, if you need to staple some papers together, you would use a stapler. Teachers usually have some kind of tape on their desk. I don't know why. I just always have two or three different kinds of tape. This is called masking tape and we use it to hang things on the wall. I always have a three-hole punch on my desk so that if students need to put holes in their paper so they can fit it in a binder, they can use the three-hole punch. I also usually have whiteboard markers so that I can write on my white boards. And of course, I also have an eraser so that I can erase my whiteboards. For some reason, teachers have lots of remote controls in their classrooms now. I have a remote control for my TV, for my projector. I actually have speakers and I have a remote control for that as well, and I have an Apple TV. So, I have four remote controls in my classroom. And then, teachers always have a box of Kleenex on their desk. I'm not sure how this is going to work this year with COVID because technically, if you are needing to use a tissue or a Kleenex, as we call it in Canada, you're probably sick and you shouldn't be at school, but in a normal year, we usually have a box of Kleenex or facial tissues on our desk. By the way, some of our classrooms do still have chalkboards in them, and teachers do still use chalk from time to time, but most of our classrooms have whiteboards and we use whiteboard markers.
Well, hey, thank you so much for watching this English lesson about schools. I thought I would open my lunch bag and I would eat my banana now because it's basically lunchtime. I should teach you this word as well. Most students bring a lunch bag and they usually have an ice pack in it to keep their food cool. That's something new. I didn't do that when I was a kid, I just ate warm sandwiches at lunch. That probably wasn't a good idea. But anyways, I thought I would stop, open my lunch bag and have my lunch. Thanks again for watching this short English lesson. It was really fun to show you a little bit more about my school and my classroom, and I hope this little review of some English words and phrases related to school was helpful for you. Have a great day.
* CLICK HERE to download/listen to the audio of the video. ** The video was posted on YouTube on September 8, 2020.
Many of you have taken an English class or are planning to take one in the future. In this English lesson I go over 10 things you should never do when you are studying English in a classroom. I've noticed in my time as a high school teacher that there are some bad habits that students sometimes acquire. In this lesson I will identify those habits and give you suggestions for how to do better as you continue to learn English. This is an excellent lesson for anyone who is an international student, an exchange student, or taking an English night class. I hope you enjoy this English lesson about how to succeed as an English learner in the English classroom! 😉
BOB THE CANADIAN
⌛ Remember: 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!
VIDEO TRANSCRIPT *
Don’t do these ten things in ENGLISH class ever!
Hi, Bob the Canadian here. Welcome to this English lesson where I’m going to teach you 10 things that you should not do when you are in an English classroom. I know some of you take English classes at night. Some of you are in a room just like this in the evening. Some of you are what we called exchange students, where you’re studying English in a different country, in an English-speaking country. Well, in this video, I’m gonna let you in on some secrets. I’ve been a teacher in a high school for over 20 years, and I have taught students who come from other countries. So, in this video, I will tell you 10 things that you should not do. Don’t do these 10 things if you are ever in an English class. Well, welcome to my classroom. This is my actual classroom where I will be teaching once again in a few weeks. It’s actually back-to-school time in a few weeks here in Canada. But I wanted to come to school today because I needed to get some things ready in my room, and I thought it would be a great time to make a video for all of you to explain some of the things you shouldn’t do if you are ever in an English class. Before we get started, though, if you are new here, don’t forget to click that red Subscribe button below, and give me a thumbs up if this video helps you learn just a little bit more English.
Number one: Don’t sit at the back of the classroom.
Even if you are in a classroom where the teacher tells you where to sit, the back of the classroom is not a great place to be. And I’ll tell you why. First of all, when you are at the back of the classroom, you are more likely to be distracted, either by the people around you, because you see them as you are trying to listen and learn English, or because you are far from the teacher, and you think you can do things that the teacher might not see. You might be more likely to be on your phone when you were at the back of the classroom. You might be more likely to fall asleep, and that does happen sometimes with students in classes. So certainly, if you can choose, sit at the front of the classroom, you will be more attentive, you will be able to hear better, you will be able to see the board better. You will be in front of the teacher at all times, so the only person you will see is the teacher. So, number one, if you can, don’t sit at the back of the classroom. If your teacher has a seating arrangement, simply ask the teacher if you could have a seat near the front of the classroom. It will increase the amount of things you learn immensely if you sit at the front.
Number two: Don’t use Google Translate.
Well, at least don’t use Google Translate to translate entire sentences from your own language into English. Google Translate is a great tool for translating one word from your own language into English. Or putting an English word in and finding out what it means in your language. But don’t use Google Translate to write an entire paper or to help you answer questions in class. Sometimes Google Translate makes it very obvious to your English teacher that you used Google Translate. It does a great job translating one word at a time, but sometimes it makes little mistakes when it’s translating entire sentences or paragraphs. So, use it as a dictionary, don’t use it to write your paper or to write the answers to the questions that you’re answering in your English class. Oh, and one other thing, do make sure that whatever word processor you are using, that you have grammar checking and spell checking turned on. This is very valuable when you are writing answers. When I write in French, I always have my grammar checker and spell checker on, so that I can see the small mistakes that I make, and so I can fix them. This is not the same as translating the entire thing in Google Translate. It is a good option, and you should use that tool.
Number three: Don’t gravitate towards students who speak your native language.
When we say gravitate towards, it means don’t just hang out with students that speak the same language as you. Don’t just socialize, before or after class, with students who speak the same language as you. Oftentimes, when you are taking a class to learn English, there may be students who speak the same language as you, and you might want to talk to them. Maybe in the middle of the class there is a break, and maybe there are some students whose native language is French and some students whose native language is Spanish, and that might be your native language. Try to hang out with the other students and only speak English. Try as much as you can to only speak English during, before, and after any English class that you take. So even if there’s a social time, make sure you don’t hang out with people who speak the same language as you, at least not too much. Also in class, if you are given the option to choose what people to work with, don’t always choose people who speak the same language as you. This might make more sense if you are an exchange student. I know if you’re taking a night class, almost everyone in your class will speak the same language as you. In that case, just make sure you always try to speak English before class, during class, if there’s a break, and after class.
Number four: Don’t sit quietly.
Now, this might sound funny to you because your teacher might want the class to be quiet while they are giving the lesson. But what I mean by this is, don’t sit quietly if you don’t understand the lesson. Make sure that you raise your hand and politely ask questions while the lesson is happening. It’s important to be engaged when you are learning. This is another reason to sit at the front of the class. It’s a lot easier to put your hand up and say, “Excuse me, I have a question about that.” And then ask your question. So, don’t sit quietly. I mean, be quiet, don’t talk about other things with the people beside you, but certainly don’t be a student who is afraid to ask questions. Make sure that you take the time to raise your hand and to ask questions about the lesson.
Number five: Don’t read things only once.
What I mean by this is that if there is a book that you need to read for class, you should be reading it for class, but you should also read it a second time later that day. Learning a language is all about repetition. If the teacher says, “read chapter two for tomorrow”, go home and read chapter two, two times. You can also read ahead. In English when you read ahead, it means that before the teacher requires you to read something, you read it ahead of time. So, let’s say you are reading a book and it has 10 chapters. And you know that for the class coming up, you have to have chapter three read. Why not read chapter three and four? Read chapter three twice, read chapter four once. And then the following week when the teacher assigns chapter four, you will have already read it once. So don’t just read things one time, read them more than once. Either read them twice the day it is assigned, or start to read ahead if you can.
Number six: Don’t ignore the teacher.
The teacher is a person too, walking into a classroom and ignoring the teacher is not a nice thing to do. Simply saying hello to the teacher when you walk into class, saying goodbye when you leave class, and occasionally saying, “thank you for the lesson”, when you leave class is a good thing to do. The teacher, again, is a person too, and they enjoy it when students interact with them a little bit. So, number six, don’t ignore the teacher.
Number seven: Don’t just listen.
So earlier I said you need to make sure you ask questions, but at the same time, don’t just sit and listen. Make sure that as the teacher is giving the lesson, as the teacher is teaching you, that you make notes. Now, there are two ways to make notes. I usually don’t make notes when I’m in class, I usually make notes after class. Some students, though, are really good at making notes or taking notes, you can say it both ways, while the teacher is teaching the lesson. But you should certainly be taking notes whenever you are learning something. Either while the lesson is happening or later on after the lesson. I like taking notes after the lesson because it forces me to remember what I had learned earlier that day. So, number seven, don’t just sit, make sure you are actively taking notes or actively listening so you can make some notes later in the day. Oh, and one other thing, if you are allowed to, record the audio of the class on your phone, so you can listen to it later. Some teachers don’t like this, and some teachers don’t mind. But if you can record what the teacher is saying so you can listen to it later, that is an awesome thing to do as well.
Number eight: Don’t just study the night before a test, study several nights before a test.
It is very important that you don’t try to learn everything you need to know for a test the night before. It’s just a bad idea. There is something that in English we call an all-nighter. Sometimes students pull an all-nighter. This is when they stay up all night studying for a test or finishing an assignment for a class. And it’s just not a good idea. I highly recommend you start studying for a test three or four evenings before the test. If it’s a larger test, like an examination or an exam, I recommend starting a week or two before the exam. It’s just a good idea to organize your notes, to organize how you’re going to study, and to spend several evenings studying for an exam. In addition, don’t always study alone. If you can find someone else from the class to study with, that can be very helpful as well. So, number eight, don’t just study the night before a test. Almost every student in the world does this, but it’s way better if you study for several nights in a row before the test.
Number nine: Don’t finish things the night before they’re due.
So, this is about assignments or papers or essays that you need to hand in. Don’t finish them the night before, try to finish them a day or two before the due date. The due date is the day when you need to give it to the teacher, the day when you need to hand it in. If you finish it earlier, there’s a couple of things you can do. You can have a friend from the class read it over so they can just check what you’ve done to make sure everything is correct. Or if you have a teacher who’s really nice, the teacher might even be willing to read over what you have done, and give you some feedback on it. So, don’t finish work the night before and hand it in the next day, always try to have big assignments done earlier than the due date so you can have someone else check things over for you.
Number ten: Don’t be late, don’t skip class, don’t miss a class without a good reason.
If you have a good reason, make sure you let the teacher know why you are missing class. This is very, very important. Having a student absent from class and not knowing why they’re absent, isn’t a good thing for a teacher. But if you know that the student has a medical appointment, or the student has a legitimate reason for being gone, that’s a lot easier for you to understand when the student is missing that day. I’m never a big fan, I don’t like it when a desk is empty, and I don’t know where the student is. It’s just not a good thing. So don’t be late for class, don’t skip class, that’s when you choose not to go because you’d rather just do something fun. And if you are going to miss class for a legitimate reason, make sure the teacher is aware of why you are going to be missing. It’s just a good plan, I wish every student in the world did this.
Well, hey, thank you so much for watching this lesson on 10 things that you should not do if you are taking an English class. I’m Bob the Canadian, I hope you were able to learn just a little bit more English. And if you did, please give me a thumbs up on this video. There’s a little thumb down there somewhere. And if you are new here, don’t forget to click that red subscribe button below. And if you have a little bit more time, why don’t you stick around, and watch another video.
*CLICK HERE to download/listen to the audio of the video.
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