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INGLÊS IV

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Gabriela Grande

on 20 May 2016

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Transcript of INGLÊS IV

Can and Could
Uso do Can e do could

Global - Elementary
Unit 6

Aula 1 - Introdução do Curso (Dinâmica de trabalho)
Congresso Ibero Americano de Humanidades, Ciências e Educação: Perspectivas contêmporaneas
Aula 2
"It's a new world, it's a new life.."
Let's get started.

Unit 1
New book - Global intermediate
Who is Chimamanda Adichie
Aula 3 - Listening activities
INGLÊS IV
GABRIELA GRANDE - gabrielacgrande@unesc.net
The story of stuff
BEFORE
Are you a consumerist person?

What do you actually need to live well?

How many pieces of clothes do you by per year?

AFTER
How much of the planet's natural resources have been consumed?


Aula 4 - Listening activities
October 2nd 2014 - Aula 5
Whatever the situation and whatever the form, any summary needs to be:

- Accurate
- Clear
- Relevant
- Concise

Intermediate - Global
Did you do your homework?
- Read the text "the hobbit" - page 7 (Global intermediate)

- Do exercises 3, 4 and 5 - page 132 (Global intermediate)

- Reread "The myth of English..." and Read "Tomorrow is too far - Chimamanda Adichie"
October 9th, 2014 - Aula 6
Tabela de acompanhamento
Tarefa
Unit 6 - Global elementary - pages 70, 71 and 72

acessar o link
https://www.dropbox.com/sh/t218q6cafohme9q/AADkyPAL6gpRQO29TTGFeZvVa?dl=0

Leitura da semana: The Myth of English as an nternational Language

Dica de atividade extra para o lazer: BBC - Horizon - Why do thin people don't get fat?
Aula 8 - Practicing Listening
Taking the most out of our material

Let's check you homework:
- Do exercises from page 16 (Global intermediate) - Remember to send (e-mail) your teacher the writing task.
- Page 17 - Grammar, Vocabulary and Understanding your learning style (Global intermediate).

Check out your AVA
http://ead.unesc.net/ava/index.php?1413996009

Let's do some listinings


Presentation of the short stories - in groups.

Critérios para avaliação

Criatividade/originalidade
Execução
Língua alvo
Similaridade com a Short story

Aula 7 - October 16th
Do you know any stories of films about robots? Do you like them? Why / Why not?

Aula 12
Chimamanda Adichie

Nigeriana nascida em 15 de setembro de 1977.

Prêmios: Baileys Women’s Prize for Fiction. MacArthur Fellowship. Beyond Margins Award, Anisfield-Wolf Book Awards
Livros
2006 2003 2013 2009

The Danger of a single story
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Prospect Magazine

É a história de uma garota e
suas lembranças de um trágico
verão na Nigéria. Após 18 anos, a
garota, agora mulher, volta para Nigéria,
para o funeral de sua avó.



“Tomorrow is too far”
“Amanhã é muito longe”

What are the characteristics (or objects) Chimamanda noticed in the stories she read as a child?

What are the contradictions Chimamanda face when she moves to North America?

What can you infer about the message the writer is trying to convey (give)?


What is going on with our educational system?
Aula 3 - Listening activities
Could you tell your partner some of Dan's arguments for dropping out of school?

Do you agree with Dan?

What could we do to make schools more up to date?
Educação 1.0 - Educação 2.0
O que mudou do início do século XX até hoje?
Segundo Lemke (1994), há dois paradigmas de aprendizagem e educação, um referente à aprendizagem curricular em que as escolas ou instituições decidem o que o aluno deve ou não aprender, e o outro referente à aprendizagem interativa, em que bibliotecas e centros de pesquisa, on-line e interativos, as pessoas determinam o que devem saber. Esses dois paradigmas se encontram em disputa em nossa sociedade hoje e as novas tecnologias mudarão o equilíbrio significativamente entre eles.
Sir Ken Robinson
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/recommendations
Homework


Leitura da semana: Tomorrow is too far - Chimamanda Adichie

Dica de prática: A TV Brasileira Vista Pelos Estrangeiros(um vídeo extra para assistir e refletir) - link e vídeo ao lado -
Dica de estudo gramatical - English Grammar in Use (Raymond Murphy) - Capítulos 26 e 27
Feedback GT - Congresso Ibero Americano

Homework correction
Book - Global

Chamada
tabela de acompanhamento

Article discussion - The Mith of English as an International Language

Homework

Sent through e-mail
AULA 4
AULA 4 - 25 DE SETEMBRO

FINISH UNIT 6 - GLOBAL ELEMENTARY

FINISH LISTENING ACTIVITIES

WORK IN GROUPS
Why, according to Sir Ken Robinon, are schools killing creativity?

Do you agree with him?

How can we value creativity in our classes?
How would you define creativity?

How important is creativity to you?

Do you think schools inspire creativity?


KEY WORDS:
DIVERGENT
DEGREE
MULTITASKING
EFFORT
WORTH
EDUCATION SYSTEM - MATHEMATICS AND LANGUAGENS
Writing a good summary demonstrates that you clearly understand a text...and that you can communicate that understanding to your readers.
A summary can be tricky to write at first because it’s tempting to include too much or too little information.
Here are some tips.
1) Read.

Read the whole text.
At this point, you don’t need to stop to look up anything that gives you trouble…
just get a feel for the author’s tone, style, and main idea.

2) Reread

Rereading should be active reading. Underline topic sentences and key facts. Label areas that you want to refer to as you write your summary. Also label areas that should be avoided because the details—though they may be interesting—are too specific. Identify areas that you do not understand and try to clarify those points. 

3) One sentence at a time

You should now have a firm grasp on the text you will be summarizing.
You have divided the piece into sections and located the author’s main ideas and points. Now write down the main idea of each section in one well-developed sentence. Make sure that what you include in your sentences are key points, not minor details. 

4) Ready to write

At this point, your first draft is virtually done.
Add some transition words such as then, however, also, moreover that help with the overall structure and flow of the summary.

Remember these tips:

- Write in the present tense.
- Make sure to include the author and title of the work.
- Be concise: a summary should not be equal in length to the original text.
- If you must use the words of the author, cite them.
- Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.

5) Check for accuracy

Reread your summary and make certain that you have accurately represented the author’s ideas and key points. Make sure that you have correctly cited anything directly quoted from the text. Also check to make sure that your text does not contain your own commentary on the piece.

6) Revise
Once you are certain that your summary is accurate, you should (as with any piece of writing) revise it for style, grammar, and punctuation.
If you have time, give your summary to someone else to read. This person should be able to understand the main text based on your summary alone. If he or she does not, you may have focused too much on one area of the piece and not enough on the author’s main idea.

Some sources:
- http://www.enotes.com/topics/how-write-summary
- http://lsa.colorado.edu/essence/guidelines.html

Let's talk about it

The Myth of English as an international language:

What difference does is it make to learn English?

Tomorrow is too far

How diferent is this short story from the short stories from the book the new yorkers?

Point out some differences.

What do thes differences tell you?

What would you write about
Brazil?
Check your homework with your partner.

Let's move on to

MUST - you must do your homework

and

MIGHT - you might do extra activities
A World full of Englishes - by David Crystal
Extra activities/practice

The history of English
How did English become the language of Science?
http://www.pri.org/stories/2014-10-06/how-did-english-become-language-science
Why grammar lessons should be renamed ‘understanding language’?
http://www.theguardian.com/media/mind-your-language/2014/jul/11/mind-your-language-grammar-day
Song choices (to practice pronunciation)

California King Bed - Rhianna
Take a Bow - Rhianna
Haven't met you yet - Michael Buble

Irreplaceble - Beyonce
What's my name - Rhianna
Treasure - Bruno Mars

Say my name - Destiny's child
Mirrors - Justin Timberlake

Aula 9 - 06/11 - Unit 4
Global Intermediate. Speaking and listening activities

some extra tips
http://blog.ted.com/2014/11/04/how-to-learn-a-new-language-7-secrets-from-ted-translators/

Modals
Page 47, 48 and 49

check this out at home
Modal verbs in English can be used in TWO WAYS:

1. To show LEVELS OF PROBABILITY.

2. To perform SPECIFIC FUNCTIONS (additional meaning) like obligation, permission etc.

Extra information about modals - check it at home
Before using a modal verb, you must decide whether you are using it to show probability or possibility.

If the answer to this question is YES, then the present and future form will be:

+ VERB + OBJECT
MODAL VERB + BE + NOUN / ADJECTIVE
+ BE + GERUND

Eg. They may arrive on time. or

He might be the right person for the job. or

She should be arriving in a few minutes.

and the past form will be:

MODAL VERB + PRESENT PERFECT

Eg. It must have been a very difficult exam, everyone's looking worried.

If the answer to the question above is NO then things are much more complicated and you will have to learn the modal verb used, and its past tense form, depending on the function.

Modal verbs - Difficult cases

Probability and possibility.

CAN

'Can be' or 'could have been' mean that something is possible but you are NOT CERTAIN.

Eg. "Where's John?"
"I don't know. He could still be at home" or
"I don't know. He could have gone home" (I've got no idea, it's just a guess)

BUT 'Can't be' or 'can't have been' are used to say that something is not possible: you are CERTAIN.

Eg. "Where's John?"
"I don't know. He can't still be at home because I've just come from there." or
"I don't know. He can't have gone home because his car's still here." or
"I don't know. He couldn't have gone home, I've just seen his car."
('Couldn't be' has the same meaning but is slightly weaker)

Specific functions

MUST AND HAVE TO

'Must' is used when the speaker has AUTHORITY to oblige someone to do something.

Eg. (Doctor to patient) "You must stop smoking immediately."
(Mother to child) "John. You mustn't speak like that to your grandmother."
(To yourself) "I must remember to buy my mother a present."

THE PAST OF 'MUST' IS 'HAD TO'.

Eg. I had to remember to take my car keys with me when I went to the airport.

When the obligation comes from another person or organization, HAVE TO is used.

Eg. "I have to get up early tomorrow." (My job or a trip is obliging me to get up early)
"How many years do you have to work before you can retire?" (Obligation from rules)

Note! the pronunciation of 'have to' is /HAFTA/

Only 'Have to' is possible in the will future or the present perfect.

'MUSTN'T' means that there is an obligation NOT TO DO SOMETHING.

BUT 'DON'T HAVE TO' means that there is NO OBLIGATION.

Eg. (Teacher to student) "You mustn't forget to revise your modal verbs before the exam, but you probably won't have to answer any difficult questions"

The past of mustn't is 'not be allowed to'.

CAN FOR ABILITY

'Can' (do something), 'can't' (do something) and 'couldn't' (do something) are used with stative verbs and when the ability is GENERAL.

Eg. "When the light went off I couldn't see anything." (stative verb)
"I could swim when I was six years old." (I could swim at any time after 6 years old)

When you want to talk about ABILITY ON ONE SPECIFIC OCCASION you must use BE ABLE TO or MANAGED TO.

Eg. I wasn't able to fix the engine because I didn't have the parts I needed.

Managed to is used to stress the successful completion of the activity.

Eg. The girl was drowning, but the lifeguard managed to save her.

In the present 'can' and 'be able to' are sometimes interchangeable, but in the will future or in perfect tenses, 'be able to' or 'managed to' must be used.

REQUESTS

The modal verb which is used for a request depends on THE LEVEL OF FORMALITY.

In FORMAL SITUATIONS you can use WOULD or DO YOU MIND (DOING STH.).

Eg. "Would/Do you mind if I open the window?" or
"Would you mind turning down the music a bit?" (Talking to someone you don't know well)

In INFORMAL SITUATIONS use CAN (YOU DO STH.).

Eg. "Dad, can we go to the cinema on Saturday?" or
"John, can you pass me that book?" (Talking to a good friend or a member of your family)

In nearly ALL SITUATIONS you can use COULD (YOU DO STH. FOR ME).

Eg. "Could you help me with this exercise, please?" or
"Could I have six pounds of potatoes, please? (At home, in class or in shops)


OFFERS
WILL and SHALL are used when making offers.

WILL means I'M OFFERING TO HELP YOU.

It is usually used when you are talking to someone you know well, and it is obvious that you can help them.

Eg. "Oh dear. There are so many dishes to wash!"
"I'll help you do the washing up."

SHALL means I'M ASKING YOU IF YOU WANT ME TO HELP YOU.

It is usually used when you are talking to someone you don't know very well or when it is not clear that you can be of help.

Eg. "Oh dear! These suitcases are very heavy."
"Excuse me. Shall I help you with them?" (Two people who don't know each other) or
"I'd like to go to a party next Friday, but I haven't got anyone to look after my son."
"Shall I baby-sit for you?" (I'm not qualified, but I'll help you if you like)


WILL FOR CHARACTERISTIC BEHAVIOUR

When using this structure it should be contracted when writing and not stressed when speaking.

Eg. "He'll always be there when you need help."

If it is stressed when speaking, it means that the behaviour is annoying.

Eg. "He will keep on interrupting me."

NEEDN'T HAVE DONE v DIDN'T NEED TO DO

Needn't have done sth. means the action was completed, but was unnecessary.
Eg. "You needn't have bought any butter. We've got lots of it."

Using 'didn't need to do sth.', we don't know if the action was completed, just that it wasn't necessary.
Eg. "I didn't need to do any shopping because I was eating out that night."
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