Issuu on Google+

disal.com.br

Distribuição exclusiva para clientes Disal

ISSN 1516-3601 #42, SEPTEMBER/2010

EXPLORE, REFLECT AND DISCUSS: INTERCULTURAL ACTIVITIES FOR THE LANGUAGE CLASSROOM by John Corbett Nuevas Rutas La producción escrita: algunas consideraciones

Interview with Professor Christian Kay by Jack Scholes

por Gretel Eres Fernández Nouvelles Routes Découvrir ses propres stratégies d´acquisition par Yves-Claude Asselain


NOVA DISAL EM PORTO ALEGRE Uma das capitais mais importantes do país, acaba de receber mais uma Disal Livraria, Distribuidora e Editora.

> Atendimento diferenciado > Serviços de apoio ao professor > Eventos

> Rapidez na entrega > Praticidade > Infra-estrutura

O melhor em livros e materiais das principais editoras internacionais e nacionais. Rua Alvaro Chaves, 270 - Floresta - disalportoalegre.floresta@disal.com.br Tel. ( 51 ) 3311-8000 / ( 51 ) 3311-9777

08 | N ew R ou tes® Disal


myat達/coragem

disal.com.br

New Route s速 Disal | 0 9


Sumário

EXCLUSIVA PARA CLIENTES DISAL

05. Editorial 06. Opiniões 08. News 10. Interview 14. Cover Topic 20. Variedades 23. Escola em Destaque 24. Livros 25. Dicas 26. Slang 28/32.

Articles

‡ Learner autonomy and self-assessment: indispensable tools for successful learning ‡ Falar Árabe é tão difícil quanto parece?

31. Quiz 35. How do you say... in English?

36. Atividades 38. Nuevas Rutas

‡ La producción escrita: algunas consideraciones

42. Nouvelles Routes ‡Découvrir ses propres stratégies d´acquisition.

46. Eventos 04 | New R ou tes ® Di s a l

Publisher Renato Guazzelli Editor Jack Scholes Conselho Editorial Francisco Gomes de Matos Graeme Hodgson Heloisa Brito de Albuquerque Costa José Olavo de Amorim Lizika Goldchleger Nancy Lake Profª Dra. Gretel Eres Fernández Profª Antonieta Celani Sara Walker Colaboradores desta edição Francisco Gomes de Matos Gretel Eres Fernández Jack Scholes Jihad Mohamad Abou Ghouche

José Roberto A. Igreja John Corbett Nancy Lake Professor Christian Kay Willy C Cardoso Yves-Claude Asselain

Arte: Projeto e Diagramação Myatã Comunicação Impressão e Acabamento Prol Editora Gráfica Jornalista Responsável José Nello Marques MTP: 14162

PromoMag Carina Randi Juliana Camargo News Carlos Eduardo Tristão Nuevas Rutas Sara Tcharkhetian Nouvelles Routes Glauco Escórcio de Carvalho Eventos Daniela Mafra

A New Routes® (ISSN 1516-3601) é uma publicação quadrimestral destinada a profissionais de idiomas, institutos de idiomas, colégios de ensino infantil/ fundamental/médio, universidades e faculdades. Ela é um benefício exclusivo que a Disal oferece a seus clientes em todo o Brasil e é distribuída gratuitamente. Eventualmente, a New Routes® é distribuída também em eventos, sem que configure com isso qualquer compromisso de continuidade na entrega da revista. Se você ainda não possui cadastro na Disal, faça-o através do nosso site: www.disal.com.br, mantenha regularidade de compras e aproveite mais essa vantagem de ser cliente Disal.

INSTITUTO VERICADOR DE CIRCULAÇÃO

w w w. a n a t e c . o r g . b r

Em caso de dúvidas ou mais esclarecimentos, favor entrar em contato com o departamento de Marketing Disal: 11 3226-3100 ou newroutes@disal.com.br. Contatos comerciais: Disal S. A. Depto. Comercial Av. Marquês de São Vicente, 182 CEP 01139-000 - Barra Funda - São Paulo Tel.: 11 3226-3100 Fax Gratuito: 0800-7707-105 ou 0800-7707-106 e-mail: newroutes@disal.com.br

Os artigos e textos desta publicação não refletem necessariamente a opinião dos editores ou do conselho editorial, assim como os anúncios veiculados são de inteira responsabilidade dos respectivos anunciantes.


Editorial

LANGUAGE AND CULTURE Language and culture are two recurring themes throughout this issue of New Routes®. To mention just a few examples, first John Corbett, from the University of Glasgow, Scotland, explores these themes in depth in the Cover Topic, Explore, Reflect And Discuss: Intercultural Activities For The Language Classroom. John discusses how the origins of the word intercultural ‘lie in a concern for what happens when people from different backgrounds, who share a common language, still miscommunicate because they do not share a set of beliefs, attitudes and assumptions about what is ‘normal’ behaviour.’ He explains that ‘intercultural language education embraces such concerns, but it now goes beyond a narrow focus on miscommunication and workplace negotiation.’ John points out that ‘the language classroom is a privileged site for intercultural exploration because it affords the time and the space for sustained and reflective encounters with ‘otherness’. …and that … ‘by identifying ‘rich points’ we can then look afresh at our own experience of life, and open our minds and hearts to the experiences and cultures of others.’ He also offers readers a practical activity with a focus on field work and the exploration of one’s own culture.

44-year scholarly labour of love, dedicated to the first historical thesaurus in any language and also the largest thesaurus in the world. This mammoth publication is ‘a semantic map of the English language as it has developed over time.’ Christian also explains that ‘most people who use HTOED are interested in language change or in cultural change; categories like Food or Clothing or Sport are potted histories of how society has developed in these areas over the 1300 years for which we have records in English.’ New Routes® always has content in English, Spanish, French, and Portuguese, but we are always delighted to be able to publish articles in or about any other language. In this issue, we are particularly pleased to offer readers an intriguing and informative article about the Arabic language by Jihad Mohamad Abou Ghouche - Falar Árabe É Tão Difícil Quanto Parece? CHUKRAN, ASSALAMU ALAIKUM

New Routes® is especially proud and honoured to have two contributions in this issue from Scotland. Professor Christian Kay is Professor Emeritus of English Language at the University of Glasgow and the interviewee in the fascinating Interview in this issue. Professor Christian Kay is one of the co-editors of the recently published Historical Thesaurus of the Oxford English Dictionary and also Director of the project. She tells us about her

Jack Scholes Editor newroutes@disal.com.br

NUEVAS RUTAS “La producción escrita : algunas consideraciones” de Gretel Eres Fernández En este artículo la autora analiza los motivos por los cuales no siempre las actividades escritas alcanzan los resultados deseados: ¿qué se escribe? ¿para quién se escribe?. La escritura como producción de conocimiento y de comunicación, corrección, evaluación y aprendizaje. Son algunos de los aspectos que pretenden auxiliar a los profesores para que animen a sus alumnos a escribir. Sara G. Tcharkhetian apoioped.espanhol@disal.com.br

NOUVELLES ROUTES Parmi les nouveautés de cette édition, vous trouverez un excellent article en français écrit par M. Yves-Claude Asselain, Directeur du Département Culturel et des Partenariats de l´Alliance française à Sao Paulo. La richesse du matériel au cahier PromoMag est toujours présente. Egalement une activité lexicale est dans le récent espace Variedades, vous vous amuserez avec des blagues et devinettes.

Glauco E. de Carvalho apoioped.frances@disal.com.br

New Routes® Di sal | 0 5


Opiniões

Food for thought

Uma nova New Routes

Agradecimento

I always enjoy reading New Routes®! You provide excellent food for thought in every issue, with great practical ideas and even a touch of humor mixed in! Keep up the good work!

Jack: Realmente, como colocastes no editorial, estamos com uma nova New Routes®. O novo projeto visual a deixou mais leve, e mais agradável a leitura. E a Promomag, está muito rica. Parabéns a você e a toda a equipe, que batalha para que os nossos professores e clientes, recebam a melhor revista do gênero publicada por aqui.

Obrigada por terem me enviado a revista, há muito tempo não recebia! É sempre muito útil! Bom trabalho.

H. Douglas Brown Um grande presente Caros editores, Quero agradecer ter recebido em casa a revista New Routes® de maio de 2010. Nunca mais havia recebido, fazia uns dois anos aproximadamente. E agora tive a chance e oportunidade de novamente recebê-la. Considero essa revista super interessante e importante para nós professores de línguas. Para mim foi um grande presente quando cheguei em casa e vi na caixa de correios...foi uma grande felicidade! Meu muito obrigada e espero continuar recebendo. Abraço, Att. Profa. Martha Aurélia Moreira de Melo

Um abraço, Verônica Noer Disal – Porto Alegre Strange but true Hi, After reading the ‘strange but true’ fact that ‘There are no words in the dictionary that rhyme with orange or purple’, (New Routes® # 41), I failed to guess what kind of dictionary does not include turtle!

Valéria Rizzi Dica de site de dicas Oi pessoal, Minha dica é o site – Dicas Para Aprender Inglês – do professor Carlos Gontow: http://dicasingles.wordpress.com/ São dicas que se aplicam ao aprendizado de qualquer idioma! Heloisa Helena Lago Gouveia

Regards. David Bonet Ferreira Conference Interpreter

POR QUE EU LEIO A NEW ROUTES Parabéns a New Routes®, que é um periódico de excelente apresentação e conteúdo. Seu ponto mais forte é a publicação de matérias dirigidas especialmente aos professores e educadores de línguas estrangeiras, o que também faz de mim uma leitora assídua de suas edições. A revista acrescenta valor à busca pela excelência e conhecimento técnico, motivo principal que recomendo, com veemência, sua leitura a todos profissionais do ensino de idiomas.” Congratulations on the work and I wish you continued success. Best wishes, Luciana M. De Franceschi Diretora pedagógica - Escola de Inglês Teddy Bear - Florianópolis - SC www.teddybear.com.br

06 | New R ou tes ® Di s a l


myatã/coragem

Programa de Recompensas

Imagens Meramente Ilustrativas

Acumule pontos em suas compras e troque por prêmios incríveis

> Os pontos podem ser trocados por recompensas como livros, eletroeletrônicos, assinaturas de revistas etc. Confira o regulamento do programa no site. > acesse: www.disal.com.br


News

DIVERSIDADE EM TÍTULOS NACIONAIS E ESTRANGEIROS FOI A MARCA DA DISAL NA BIENAL DO LIVRO DE SÃO PAULO

Com mais de 18.000 títulos à venda em seus 120 metros quadrados de stand, a DISAL ofereceu livros em diversas áreas de interesse do público visitante, como idiomas, universitários, artes, saúde, literatura nacional e estrangeira. A Bienal contribuiu para consolidar a proposta da empresa de oferecer materiais diversificados de mais de 300 editoras.

Stand da Disal na Bienal do Livro de São Paulo

12º BRAZ-TESOL - SUCESSO ABSOLUTO! O BRAZ-TESOL 2010 realizado em São Paulo foi um grande sucesso. Foram mais de 260 apresentações, dentre plenárias e workshops, oferecidos aos 1.300 participantes. Os títulos campeões de vendas no Stand DISAL foram o Cambridge Encyclopedia of Language – David Crystal, Cambridge University Press e o Jogos Divertidos – Andreza Lago, Disal Editora. Os autores Carlos e Cristina Gontow, Andreza Lago e Renato Guazzelli, presidente da Disal.

Stand da Disal no 12º Braz-Tesol

O coquetel de abertura do evento foi realizado nas dependências da DISAL, oportunidade em que muitos participantes de outros estados puderam conhecer a sede da empresa, hoje com 14 lojas em todo Brasil.

PORTUGUÊS PARA ESTRANGEIROS O objetivo do Muito Prazer - Fale o Português do Brasil é capacitar o aluno, de qualquer nacionalidade, que deseja aprender o português do Brasil a comunicarse com precisão e fluência. Para isso, o Muito Prazer oferece uma abordagem nova para o ensino e aprendizado do português, que combina as melhores características das abordagens mais modernas de ensino de língua estrangeira, sem deixar de lado o estudo das estruturas que formam a língua portuguesa. Para tanto, apresenta o léxico e a gramática, essenciais para uma boa comunicação em português, por meio de atividades estimulantes e contextualizadas, que contemplam a linguagem em uso na comunicação dos brasileiros. Conheça mais sobre a metodologia e participe do fórum de discussões em: http://www.muitoprazerlivro.com.br

0 8 | N ew Ro ut e s ® D i s a l


News

MAIS UM CENTRO DE DISTRIBUIÇÃO DISAL EM PORTO ALEGRE

Loja Disal Porto Alegre - Floresta

1º pedido da loja Disal Porto Alegre - Floresta

No dia 6 de agosto a DISAL inaugurou em Porto Alegre um novo centro de distribuição. Com um coquetel oferecido a profissionais de idiomas e do livro, a empresa mantém o compromisso de expansão no mercado gaúcho, agora com uma loja no bairro de Moinhos de Vento e o novo Centro de Distribuição no bairro Floresta.

A DISAL PATROCINA CURSOS E PALESTRAS A PROFESSORES DE IDIOMAS DE MINAS GERAIS

Palestrante Carlos Gontow em Juiz de Fora - MG

Em Minas Gerais, seguindo sua proposta de apoio ao professor de idiomas, a DISAL promoveu mais um ciclo de apresentações com os autores da Disal Editora. Foram mais de 600 participantes em apresentações de Carlos Gontow (Belo Horizonte – 18/06 e Juiz de Fora – 19/06) e Jack Scholes (Montes Claros – 07/05).

IATEFL 2010 SPEECH: UM CASE DE SUCESSO

Ao longo dos anos a DISAL colecionou cases de sucesso de seus clientes. A Speech, localizada no município de Cruzeiro, SP é um deles. Fundada no final dos anos 90 e sob o comando de Geysa Bittencourt, a Speech não para de crescer e alguns dos ingredientes deste sucesso estão em suas iniciativas na promoção de eventos para seus alunos, professores e a comunidade em geral. Uma delas foi a apresentação de Jack Scholes no dia 14 de maio com ampla cobertura da mídia regional. Conheça um pouco mais sobre a Speech na seção “Escola em Destaque” desta edição.

The recent IATEFL conference (International Association of Teachers of English as a Foreign Language) in Harrogate, UK could be seen as one of the most relevant and visible ELT events worldwide, not least as a result of the many thousands of delegates able to follow proceedings by watching video sessions on the British Council platform Harrogate Online. There are over 55 hours of recorded sessions available from http://iatefl.britishcouncil.org/2010/. The conference was attended face-to-face by over 2000 teachers, including around 20 Brazilians, ranging from those with British Council support to university professors from PUC-SP and other universities, as well as private language school directors/ coordinators, some of whom can be seen in the photo below.

Brazilian participants

New R o u t e s ® D is a l | 09


I n t e r v i e w w i t h P r o f e s s o r C h r i s t i a n K a y b y J a c k S c h o l e s

PROFESSOR CHRISTIAN KAY NR: You are one of the four co-editors of the recently published Historical Thesaurus of the Oxford English Dictionary and you are also Director of the project. This is the first historical thesaurus in any language and also the largest thesaurus in the world. What exactly is it and what makes it so unique?

students as part of their research commitment, but we raised over one million British pounds from research foundations and charities.

CK: Effectively, it’s a semantic map of the English language as it has developed over time. Like any thesaurus, it arranges words according to their meanings rather than alphabetically as in a dictionary. However, two things make it unique. One is its extremely detailed system of classification, which means that the category headings work like definitions. The other is the fact that it gives the dates when any particular meaning of a word was in use.

CK: Again, difficult to estimate, but I reckon about 230 altogether. These included academics at UK and overseas universities, particularly in Germany and Canada, postgraduate students, and volunteers. Much of our data was processed by people on government-sponsored training schemes. The total number of people involved is high because most people were part-time, contributing a few hours a week. It was good to see many of them again when we launched the book at a party in Glasgow in October 2009.

NR: Could you please tell us a little about the history of the project? Who started it and when? How long has it taken, and how much did it cost? CK: Professor Michael Samuels started the project in 1965. The first full-time workers were appointed in 1969. The last data were entered in 2008, and the book was published by Oxford University Press in 2009, so it took 44 years to complete. It’s difficult to estimate the cost, since much of the work was done by academic staff and postgraduate

1 0 | New Routes® Disal

NR: How many people worked on the project? Who were they and where were they?

NR: How did you collect and classify the data? CK: Data collection was a painstaking process of going through the volumes of the Oxford English Dictionary and transcribing relevant information – the word, its meaning, part of speech, dates of use – onto paper slips. I did C, L, M and parts of P and S. Every time we thought we’d nearly finished, OUP produced an updated edition, but we finally


I n t e r v i e w w i t h P r o f e s s o r C h r i s t i a n K a y b y J a c k S c h o l e s

called a halt to slip-making in 2000. We also added material for Old English, the earliest stage of the language, from other dictionaries. We classified the data into rough categories such as Food and Transport as we made the slips, using the divisions in Roget’s Thesaurus of English Words and Phrases, but the real work came when the slips were sorted into more detailed categories. This involved going through the slips many times and refining the categories. Since everyone’s desk was covered with piles of slips, we used to ask visitors not to sneeze! NR: How did you store all the data in those pre-computer days? When did you actually start entering the material into electronic databases?

Coverage of varieties will increase as the OED is updated. Labels like ‘poetic’ and ‘slang’ give some indication of style, and we also include domain labels like Maths or Music. NR: Who will find it useful or interesting? CK: Really anyone with an interest in words and in the development of the English language. From the point of view of English as a world language, it’s interesting to look at sections like Animals or Geographical Features and see when words like ‘skunk’ or ‘pampas’ began to appear in English. In addition to scholars, historical novelists find it particularly useful, since they can check that they’re using the language of the period they’re writing about.

CK: For the first 15 years or so, the slips were stored in metal drawers in metal filing cabinets. Disaster nearly struck in 1978 when fire broke out in the building we occupied. Fortunately we were always careful about putting material away at night, and the doors in the solid Victorian building stood up well to the flames. None of the slips were destroyed, but you can still see the singe marks on some of the OED volumes. After that we did all the slips in triplicate and stored them in different locations. In the early 1980s we began to use computers and enter the material into a database. Thereafter the main problem was changing from one computing system to another as new programs came into use. At the time the project was considered enormous, but now it fits onto a datastick.

NR: What sections do you particularly like browsing through? What’s your favourite word in the thesaurus and why?

NR: What were the reasons for starting this project? What is it for and how do you use it?

CK: Happily, no. When you’re a professor, you have to do all sorts of other things, like teaching students and running a department. I’ve also been working with John Corbett on developing two online corpora of English in Scotland, and have done some work on computerized teaching materials.

CK: One of Prof. Samuels’ main research interests is how and why words change their meanings over time. He thought that seeing the words in their semantic categories would be useful in such studies. For example, if you look at a category like Anger, you can see that many of the words there have developed from words meaning ‘heat’. Most people who use HTOED are interested in language change or in cultural change; categories like Food or Clothing or Sport are potted histories of how society has developed in these areas over the 1300 years for which we have records in English. To find words, you can either browse through sections or locate particular words by looking up the index in the second volume. Browsing is the most enjoyable option – you can spend hours being led along different pathways. NR: Does it contain varieties other than standard British English? Are words marked for style and register? CK: Yes, there’s a lot of American English, and other major varieties such as Scots or Australian English are included to some extent, as well as some local British dialects.

CK: I enjoy looking at the ‘social’ sections such as Food and Clothing. There are also some amazing sections dealing with words for people that other people disapprove of, such as rascals or stupid people. There are so many words in the book that I’ve given up having a favourite, but some nice ones for stupid people are ‘groutnoll’, ‘noddypoop’ and ‘dunderwhelp’. NR: This project is the result of a 44-year scholarly labour of love for you. Has it occupied your entire life?

NR: How did you feel when you finally saw the first published copy? CK: Delighted! It was a really big day when the first printed copy arrived in Glasgow in August 2009. Sometimes, especially when we had money problems, I thought I’d never see it finished. NR: The superb Historical Thesaurus of the Oxford English Dictionary is a mammoth publication in two volumes, with 800,000 meanings and 600,000 words in just under 4,000 pages. But it is not really priced for the average person and is prohibitively expensive for the average English teacher, especially here in Brazil. Are there any plans for electronic publication? Would this be made freely available on the Internet? CK: Well, sales suggest that quite a lot of ‘average people’ are buying it – several newspapers here recommended

New Routes® Disal | 1 1


I n t e r v i e w w i t h P r o f e s s o r C h r i s t i a n K a y b y J a c k S c h o l e s

it as an ideal Christmas gift. The original prediction was that only major libraries would buy it, but sales have far exceeded expectations and now top 6000 copies. There’s a research version freely available on the internet at –

dictionary on a revamped website. OUP will also update the thesaurus as they update the dictionary, so it will move forward with the twenty-first century.

http://libra.englang.arts.gla.ac.uk/WebThesHTML/homepage.html

We’ll be doing some more work on this version now that we have more time. What’s really exciting is that from December 2010, subscribers to the online Oxford English Dictionary will be able to access HTOED alongside the

The interviewee Christian Kay is Professor Emeritus of English Language at the University of Glasgow, Scotland. She was educated at the University of Edinburgh and Mount Holyoke College, Massachusetts. In 1969 she joined the Historical Thesaurus of English as a research assistant, becoming director of the project in 1989. Her publications include (with Jane Roberts) A Thesaurus of Old English. She founded the Scottish Corpus of Texts and Speech (SCOTS) and is a member of the team producing its successor, the Corpus of Modern Scottish Writing. She is also Convenor of the Board of Scottish Language Dictionaries.


Palestrantes Internacionais A Disal traz para Curitiba e Florianópolis a oportunidade de ampliar seu conhecimento em idiomas. INGL ÊS

FR A N CÊS

Palestrante: Jack Scholes

Palestrante: Anouchka de Oliveira

09h às 10h45

Native-like Fluency Break the Branch? Quebrar o Galho

11h às 12h

Gems of Wisdom Information and Transformation

14h às 15h30

Unlocking a good book the key to extensive reading

15h45 às 17h15

Teaching Slang Rocks!

ESPA NHOL

09h15 às 10h45

Les nouveaux outils interactifs au service de la classe de langue: Réflexions et illustration avec support TBI et méthodes numérisées pour adolescents

11h às 12h30

Les nouveaux outils interactifs au service de la classe de langue: Réflexions et illustration avec support TBI et méthodes numérisées pour adultes

ES P A NH O L

Palestrante: Martín Ernesto Russo

Palestrante: Pedro Navarro

14h às 15h30

Pizarra electrónica y Webquests en cursos para jóvenes: por qué, para qué y cómo utilizarlos.

14h às 15h30

Pizarra electrónica y Webquests en cursos para jóvenes: por qué, para qué y cómo utilizarlos.

15h45 às 17h15

Un viaje sonoro por el español: el uso de radios digitales y podcasts en la clase de ELE

15h45 às 17h15

Un viaje sonoro por el español: el uso de radios digitales y podcasts en la clase de ELE

Curitiba

Local: Alta Reggia Plaza Hotel - Salas Alta Reggia e Araucaria - Rua Dr. Faivre, 846 - Centro - Curitiba - PR

Florianópolis

Local: Cambirela Hotel - Salas Managé e Igara 2 - Av. Max Schramm, 2199 Estreito - Florianópolis - SC

17/09/2010 - sexta-feira

24/09/2010 - sexta-feira

Convidados: profissionais do ensino de idiomas em escolas de ensino fundamental e médio, institutos de idiomas e universidades. Professores particulares. Estudantes de letras.

Apoio

Mais informações e inscrições:

Realização

www.disal.com.br/eventos | eventos@disal.com.br | Fone 11 3226-3100


Cover Topic

by John Corbett

EXPLORE, REFLECT AND DISCUSS: INTERCULTURAL ACTIVITIES FOR THE LANGUAGE CLASSROOM The term ‘intercultural’ is one of the latest of a seemingly

Take, for example, an Englishman and a Brazilian woman

infinite list of buzzwords that language teaching theory

who are relatively fluent in a common language, either

and practice thrive on. It follows venerable predecessors,

English or Portuguese. They would be able to talk to each

such as ‘communicative’, ‘reflective’, ‘task-based’ and

other, but they might have different expectations about

‘learner-oriented’. Like many of these terms, the meanings

how conversation works. The Englishman is used to people

of ‘intercultural’ have shifted as the concept has been

speaking in well-defined ‘turns’, with short pauses in-between

adopted and adapted by an ever wider community of

speakers’ contributions. The Brazilian woman is more used

language educators. The origins of the word lie in a concern

to overlapping turns, when one speaker begins before the

for what happens when people from different backgrounds,

other has finished speaking. They might understand each

who share a common language, still miscommunicate

other’s words, in Portuguese or English, but the Englishman

because they do not share a set of beliefs, attitudes

might think that the Brazilian is rude, pushy or arrogant

and assumptions about what is ‘normal’ behaviour.

because she keeps interrupting him. The Brazilian woman

14 | New R ou tes ® Di s a l


Cover Topic

by John Corbett

might think the Englishman is reticent, aloof or dull,

educators aim to teach ‘decentring’ skills, and to develop

because he does not join her conversational ‘dance’. Their

the kind of jogo de cintura that will encourage learners

communication problem is an intercultural one – a mismatch

to see their own culture through the eyes of another.

of cultural assumptions about how communication works.

Typical intercultural activities combine language tasks

There is now a small industry of intercultural language

with ethnography and critical thinking. For many language

programmes and training materials that describe ‘typical’

learners today, intercultural exploration blends internet

communication patterns of Europeans, Latin Americans,

research and chatroom discussion with a fresh, systematic,

North Americans and Asians – particularly aimed at

reflective investigation into familiar aspects of one’s own

businesspeople who have to cope with multinational

culture. I have been in regular contact with members of a

negotiations

group of South American teachers who have set up a forum

or

who

work

in

multicultural

teams.

for discussion called ‘intercultural voices’ (see the web Intercultural

language

such

resources at the end of this article). I have also recently

concerns, but it now goes beyond a narrow focus

published a handbook, Intercultural Language Activities, that

on

negotiation.

gives around 80 ‘recipes’ for doing home ethnographies,

The blossoming of global communications and the

that is, descriptions of cultural behaviour, that cover topics

increase in migration mean that many people – both

such as domestic life, public spaces, sport, food, politics,

adults

miscommunication

in

and

children

communication

education and

are

across

embraces

workplace

now

directly

cultural

engaged

religion and fashion. Part of the book also covers setting

boundaries.

up intercultural discussion groups with ‘online partners’ in

Anyone with access to the internet is at some point

other countries. Various agencies, like the British Council,

faced with the necessary strangeness of an encounter

now help teachers to find partners for online exchanges.

with someone whose national, ethnic, faith and social

Inevitably, as the

background will influence the way he or she communicates.

book was edited,

Intercultural language education, then, is a response to

some activities

the more general need to equip learners with the ability

ended up on

to meet differences in attitude, belief and behaviour

the cutting-

with

room floor.

respect,

openness

and

sympathetic

curiosity.

The language classroom is a privileged site for intercultural exploration because it affords the time and the space for sustained and reflective encounters with ‘otherness’. In turn, intercultural education offers language teaching a new set of contexts, purposes and motivations, namely, to explore other cultures and to mediate

when

intercultural

miscommunication

does

occur. Obviously we cannot prepare learners for each and every specific kind of intercultural miscommunication that might one day occur, so intercultural language

New Routes® Di sal | 1 5


by John Corbett

Cover Topic

2.

Brainstorm with the class the kinds of place that

they might visit and observe, e.g.

The following activity

did

not

make it into the final version of the book, but its focus on field-work and the exploration of one’s own culture gives a flavour of many of the activities that do appear in print and illustrates their format. Intercultural field research Outline: This activity encourages you and your learners to explore public places in your own culture. If you are involved in an online intercultural exchange, then you can compare notes with partners elsewhere. Focus: To observe, describe, reflect on and compare interactions in a chosen public space. Level: Intermediate and above. Time: 30-40 minutes in the first lesson; time outside class to do the observation; 40 minutes in the second lesson to prepare a presentation; a third lesson to present findings. Preparation: You can use the schedule on the right and adapt it to the needs of your own group of learners. This

x x x x x x x 3.

a local shop, supermarket or shopping mall a bar or restaurant a bookshop or library a community centre or gymnasium a cinema, theatre or concert hall a dance class a church, temple, synagogue or mosque In pairs or groups, the learners choose their

preferred location and discuss the issues involved in this kind of visit, e.g.

x Will permission be required? If so, who from? x How will the learners record their observations – in a notebook, using a camera or audio recorder?

x Will the learners interview anyone? If so, what questions will they ask? 4.

The groups or pairs discuss in more detail the

kinds of people and the kinds of interaction they expect to observe in their chosen location. They devise a ‘schedule’ to guide their observations, based on the one below. 5.

Outside class, the groups or pairs then visit

their chosen location, describe the place and observe the behaviour and interactions that occur there, and take notes or recordings. Observation schedule

activity involves groups of learners visiting a public place in their own time and reporting their observations to the

Time and location:

class – and, if appropriate, to their partners online.

Type of activity:

Procedure: 1.

Explain that the learners, in pairs or groups, are

Describe the people who were involved: How did they communicate with each other?

going to explore some public places of their choice, observe

What kind of things did they say?

the behaviour and interactions that take place there, and

What kind of behaviour was expected or allowed?

then report their findings to the class (and, if appropriate, to their online partners).

16 | New R ou tes ® Di s a l

What kind of behaviour was not allowed?


Cover Topic

by John Corbett

In the next lesson, each group or pair collates

Agar calls ‘rich points’, that is, those points in our culture

its observations, and devises a report on the findings to

6.

when understanding depends on the realignment of

present to the rest of the class. In some cases, the teacher

different values, attitudes and beliefs. As someone who

might suggest preparing an ‘etiquette guide’ based on the

was raised as a Protestant in Scotland, for example, the

observations, e.g. recommended rules on how and how not

kinds of behaviour expected in Brazilian Catholic church

to behave in certain public places, like a library, cinema,

ceremonies – and even evangelical services – was very

church, etc. Useful language for such a guide includes:

mysterious to me! Even the negotiation of the security

x x x x x x x 7.

In this situation, you can…

procedures that operate in cities when you try to enter a

…is permitted

bank and find a teller can be strange for a newcomer to

…is encouraged

Brazilian culture. Other ‘rich points’ can be found not in

…is expected

public spaces but in the domestic sphere. In Brazil, I had to

However, you are not allowed to…

learn to leave doors open so that air circulates in people’s

You must never…

houses. As someone raised in draughty homes in a cold

…is completely unacceptable!

climate, I was taught firmly to close doors automatically

In a following class, the pairs or groups present

behind me. This behaviour was reinforced from childhood

their findings to the class. If the class is participating in an

by parents and grandparents using expressions like, ‘Were

online intercultural exchange, they can share and discuss

you born in a field? Shut that door!’ Much of my early life

their findings with their online partners too.

with my Brazilian wife revolved around me resolutely

My own students in Scotland have used this kind of

closing doors that

project to explore aspects of their own culture, local

she equally

and global. Some have spent time ‘loafing and lurking’ in

resolutely

Starbucks in Glasgow, observing the kind of customers

re-opened.

who come in, and how they interact with bar staff. They have noticed that this franchise of coffee shops has a special language of its own – ‘tall’, ‘grande’ and ‘venti’ – and it encourages its customers to use ‘Starbucks language’ when they order, for example, ‘a skinny grande latte to go’. The students present their findings to the students and then they have posted their findings online, and discussed them with learners in Argentina and Taiwan who also go to coffee shops and observe the customers and interactions there. Together, they come to an understanding of café culture across three continents. This kind of exploration, reflection and discussion can, at best, uncover what the anthropologist Michael

New Routes® Di sal | 1 7


Cover Topic

by John Corbett

Our lives are patterned by an infinite number of intercultural variations in behaviour, attitudes and belief. We cannot teach our learners all these differences, great and small, momentous and trivial. But we can use intercultural language education to explore, reflect on and discuss our own behaviour, attitudes and beliefs – and compare them with those of others. By identifying ‘rich points’ we can then look afresh at our own experience of life, and open our minds and hearts to the experiences and cultures of others. References Agar, Michael. Language Shock: Understanding the Culture of Conversation. New York: HarperCollins, 1994. Corbett, John. Intercultural Language Activities Cambridge Handbooks for Teachers. Cambridge: CUP, 2010. Web resources To set up intercultural online partnerships, you can look at:

For a South American perspective, see:

http://www.britishcouncil.org/learning-ie-school-

http://interculturalvoices.wordpress.com

partnerships.htm http://www.epals.com

For more on the language of Starbucks, you can look at:

http://www.tandemcity.com/index.php

http://www.wikihow.com/Order-at-Starbucks

See PromoMag Page 08 The author John is Professor of Applied Language Studies at the University of Glasgow. He has written widely on different subjects, including intercultural language education and corpus-informed language study. He has participated in teacher education in Brazil, and also in Europe and Asia. He directs the Scottish Corpus of Texts and Speech (www.scottishcorpus.ac.uk). His email address is john.corbett@glasgow.ac.uk

18 | New R ou tes ® Di s a l


Disal

20

22

21

OUT

23

24

sexta-feira

Promoting Teacher Development

QUATRO PALESTRAS PARA SEU APERFEIÇOAMENTO PROFISSIONAL Dia 22 de outubro acontece o Disal Special Day, onde serão abordados temas como gestão de escolas e técnicas de ensino. Participe no Auditório Disal ou pela transmissão ao vivo que será realizada via internet, com a possibilidade de enviar perguntas pelo “chat”. Gestão Escolar 09h às 10h30

11h às 12h30

Gestão Pedagógica O papel do coordenador

Transformando o “Vou Pensar... em Vou Fazer Minha Matrícula”

Christian Rocha Coelho

Cláudia Maria de Oliveira

Convidados: Diretores e Coordenadores de Instituições de Ensino Técnicas de Ensino 14h às 15h30

16h às 17h30

Technology as a catalyst for learning

From Singing to Speaking

Daniel Martin

Carlos Gontow

Convidados: profissionais do ensino de inglês em escolas de ensino fundamental e médio, institutos de idiomas, universidades. Professores particulares. Estudantes de letras (inglês).

22/10/2010 sexta-feira

Local: Disal Barra Funda - São Paulo - Av Marquês de São Vicente, 182 - Barra Funda Próximo ao metrô Barra Funda. Estacionamento gratuito. Vagas limitdas. Inscrições e mais informações: Pela internet: www.disal.com.br/eventos eventos@disal.com.br - Fone: 11 3226-3100 Para assistir pela internet, acesse: www.disal.com.br/videoteca.

Recepção dos participantes: 8h30. Agradecemos pela sua pontualidade. Os lugares não preenchidos serão realocados para as pessoas em lista de espera.

Realização:

Apoio:

Os certificados serão entregues ao final de cada período.


Variedades

FOOD FOR THOUGHT SOME TYPICAL, TRADITIONAL BRITISH DISHES COTTAGE PIE AND SHEPHERD’S PIE Cottage pie is a dish made with minced meat and vegetables, with mashed potatoes on top, baked in the oven until the potatoes turn brown. Shepherd’s pie is the same, but is made with minced lamb.

PLOUGHMAN’S LUNCH This light, cold meal is usually served in pubs, especially at lunch time. It consists of bread and butter, cheese and pickles and is often accompanied by salad.

ROAST BEEF AND YORKSHIRE PUDDING This is a very traditional Sunday lunch. Yorkshire pudding is a dish that originated in Yorkshire and is not a dessert like other puddings. It consists of a mixture of flour, eggs and milk which is baked in fat in the oven, usually in bun tins to make individual mini puddings. These are usually served with roast beef and gravy as part of the traditional Sunday lunch.

eggs and milk as Yorkshire pudding, but sausages are put in the batter before being cooked in the oven.

WELSH RABBIT OR WELSH RAREBIT This dish has nothing to do with the furry little animal with long ears. It is a small meal consisting of a savoury sauce of melted cheese, typically Cheddar cheese, poured over toasted bread. It is often simply called ‘cheese on toast.’

LANCASHIRE HOTPOT This is a kind of casserole originally made in Lancashire, England. It consists of a mix of meat, often lamb, and vegetables like carrots, turnips, onions etc., topped with sliced potatoes and baked in the oven.

BANGERS AND MASH In Britain, sausages are called bangers. This is because they were filled with water during wartime rationing and usually exploded when they were fried. Bangers and mash (mashed potatoes) is a very simple, basic and very British meal.

TOAD-IN-THE-HOLE This British dish is made with the same mixture of flour,

STRANGE RÉSUMÉS - I am very detail-oreinted.

- Work Experience: Dealing with customers’ conflicts that arouse.

- I have a bachelorette degree in computers.

- Seek challenges that test my mind and body, since the two are

- Graduated in the top 66% of my class.

usually inseparable.

- I worked as a Corporate Lesion.

- I perform my job with effortless efficiency, effectiveness, efficacy,

- Served as assistant sore manager. - Special skills: Thyping.

and expertise. - Exposure to German for two years, but many words are inappropriate for business.

- Strengths: Ability to meet deadlines while maintaining composer. - Education: B.A. in Loberal Arts.

2 0 | N ew R o u t e s® Di sal


Variedades

RIDICULOUS REPLIES - Doctor! Doctor! I think I’m getting smaller.

- In this place you can eat dirt cheap.

- You’ll just have to be a little patient.

- But who wants to eat dirt?

- Is there a word in English that contains all the vowels?

- Well, how do you like school?

- Unquestionably.

- Closed.

- Where do cows go for a night out?

- Do you feel like a cup of coffee?

- To the moo-vies.

- Of course not! Do I look like one?

- What flowers make you think of a kiss?

- Did you put the cat out?

- Tulips.

- Why? Is it on fire?

- Waiter, what do you call this?

- So you’re going to start a bakery?

- It’s bean soup, sir.

- Yes, if I can raise the dough.

- I don’t care where it’s been – what is it now?

DES BLAGUES ET DES DEVINETTES

CONJUGAISON 

ABEILLES

La maîtresse demande à Nicolas: - Conjugue-moi le verbe savoir à tous les temps. - Je sais qu’il pleut, je sais qu’il fera beau, je sais qu’il neige.

Savez-vous comment les abeilles communiquent entre elles ? Par E-miel.

EQUIPE DE FRANCE DE FOOT La coupe du monde de foot, à coup sur ! Coup de boule avec Zidane, Coup de gueule avec Anelka.... Coup de main avec Henry, Encore un peu de patience, bientôt ils seront jouer avec les pieds !!!

DEVINETTE Qu’est ce qui se lève quand tu t’en sers, qui s’abaisse quand tu as fini de t’en servir et qui dégoutte après usage? Un parapluie.

N ew R o u t es ® D i s a l | 2 1


Pizarra Digital Interactiva PDI

myata.com.br

¡ NOVEDAD !

Llegó el material que faltaba para motivar a sus alumnos adolescentes (11 a 14 años) Contiene actividades interactivas para aumentar la participación, la atención y la comprensión. Facilita el aprendizaje de todos los tipos de alumnos: visuales, auditivos, cinestésicos o táctiles ya que les permitirá hacer ejercicios donde se utilice el tacto y el movimiento en la pantalla. .33 actividades interactivas .Un menú permanente con : los números, el alfabeto y los sonidos del español. .Varias pantallas que reproducen el libro del alumno. .Enlaces a audio y DVD (nivel 2) .En preparación ,niveles 2 y 3

Método de español para adolescentes de 11 a 15 años, parte de las premisas recomendadas por el Marco común de referencia para las lenguas (MCER). Para la progresión de los contenidos se basa en los Niveles de referencia para el español, redactados por el Instituto Cervantes Cada nivel está compuesto por: libro del alumno + cuaderno de ejercicios + carpeta de lectura sobre países hipanos + apoyo contrastivo español-portugués + CD audio En el sitio www.edelsa.es están las pruebas de cada nivel y actividades complementarias-webquest.

Para más información entre en contacto con: Sara Ganimian Tcharkhetian | Apoio Pedagógico Espanhol apoioped.espanhol@disal.com.br | Fone: 11 3226-3102


Escola em Destaque

“A PARCERIA COM A DISAL ALAVANCOU NOSSO SUCESSO!” A Speech! Idiomas, da cidade de Cruzeiro/SP, iniciou suas atividades final dos anos 90, quando ainda era conhecida por outro nome e tinha apenas uma sala de aula. No início de 2000, já em sede nova e com cerca de 150 alunos, a escola realizou uma ação propondo que os próprios alunos sugerissem um novo nome que desde então se consagrou Speech! Hoje já são 850 alunos, 17 funcionários, em duas unidades na cidade, sendo a mais nova, denominada de Little Speech! Pioneira na região, para o público infantil, a partir dos 3 anos. Esse crescimento se deu após a consagração de importantes parcerias. “A primeira firmada foi com a Oxford University Press, implantando metodologia moderna, eficaz, de renome e com inigualável suporte pedagógico. A seguir, a escolha pela DISAL - um fornecedor sólido, com variedade em produtos e com logística eficiente, possibilitando nossa escola a trabalhar com estoque zero (just-in-time) e reduzir custos. A DISAL sempre se fez presente em todos os eventos da escola, potencializando a credibilidade da marca Speech! Contudo, a parceria com a DISAL, definitivamente, alavancou o nosso sucesso” ressalta a Dirª Administrativa, Geisa Bittencourt Ferreira. A Speech é destaque como 1º Lugar em pesquisa TOP of MIND, em Cruzeiro, como a “Melhor Escola de Idiomas” por seis anos consecutivos. E aprova, desde 2003, 100% dos seus alunos nos exames Internacionais da University of Cambridge. E todos esses resultados são semestralmente divulgados em campanhas de marketing bem elaboradas graças à, também parceira, agencia de publicidade da nossa região: Sander. A Speech! é hoje um ideal realizado. Mais do que isso, é instrumento de colaboração sociocultural. É referência educacional na nossa região. É parceria, comprometimento, valorização do aluno. É sucesso. É tradição. É orgulho de ser cruzeirense. É, contudo, Gratidão! Sobre a escola: Speech! Inglês e Espanhol “Since 1998” Rua Capitão Neco, 432 – Centro Little Speech! Inglês a partir dos 3 anos Rua Capitão Neco, 442 – Centro - (12) 3144-5562 / (12) 3143-6080 atendimento@speechidiomas.com.br

New Routes® Disal | 23


Livros

Book Review

REAL ENGLISH VOCABULÁRIO, GRAMÁTICA E FUNÇÕES A PARTIR DE TEXTOS EM INGLÊS

Mark Guy Nash e Willians Ramos Ferreira, Disal Editora, 2010 202 páginas + CD de áudio See PromoMag 03

Este livro constitui um marco na História da influência da Linguística em livros didáticos de inglês para brasileiros, área de que me ocupo há 36 anos. Antes de justificar essa afirmação, partilho alguns dados sobre os autores: Mark é canadense, residente no Brasil há 14 anos. Tem mestrado em Teoria da Comunicação, por McGill. Atua no ensino de língua e literatura inglesa e em linguística. Willians, paulista, é professor universitário. Tem Mestrado em Linguística Aplicada pela PUC-SP. Atua em programas de formação de professores de inglês das redes pública e particular. Real English contém Prefácio (Maria Antonieta Alba Celani), Apresentação, 8 Módulos (cada um com duas Partes), Respostas às atividades e Apêndice (Amostra de carta de reclamação, Sugestões de atividades extras para o professor). O livro é inovador, por sua aplicação de insights da Linguística de Corpus na construção de atividades. Assim, no variado repertório

de atividades, encontramos práticas do tipo “Observe nas linhas de concordância evidências de uso real dos verbos dress, wear e put on e verifique se suas respostas estão corretas” (p.88). Ao propor essa atividade, os autores engajam os usuários do livro como aprendizes-analistas do inglês. A louvar, também, o foco na leitura (preleitura, leitura, pós-leitura) de textos atuais, alguns dos quais provocadores do senso crítico intercultural. O CD aumenta o realismo pedagógico deste manual, para uso em aula ou autonomamente. Ali, diálogos gravados por native speakers. Concordo com a ilustre prefaciadora: “A grande qualidade do livro reside principalmente na flexibilidade e na liberdade que oferece ao professor...” (p.8). Em suma, felicito os autores (belo exemplo de parceria binacional) e a Editora, por tão auspicioso instrumento. A book this reviewer really recommends.

Autor da resenha Francisco Gomes de Matos, Professor Emérito, UFPE. Autor de Criatividade no Ensino de Inglês (Disal Editora, 2004)

Eu Recomendo I strongly recommend Vocabulary Matrix. This recently published book is a great addition to everyone’s professional library. The book is intended for preservice or recently qualified teachers; however, it provides truly relevant information for experienced teachers. It is a user-friendly book and one which brings together theory and practice in a clear manner. Published in 2010 by Cengage, witten by Anne O’Keeffe and Michael McCarthy, the subtitle “Understanding, Learning and Teaching” says it all when it comes to vocabulary. Nancy Lake is the Coordinator of Teacher Training for the CEL-LEP group.

Vocabulary Matrix Heinle/Cengage Michael McCarthy Anne O´Keeffe Steve Walsh 165 pages

Sugestões da Disal

2666 Editora Companhia das Letras Roberto Bolaño 856 páginas 24 | N ew Ro utes ® D i s al

ALICE - Aventuras de Alice no país das maravilhas & através do espelho Editora Zahar Lewis Carroll 320 páginas

A Menina que não sabia ler Editora Leya John Harding 288 páginas


Dicas

IMPROVE YOUR BOARD WORK Despite some amazing advances in technologies for the classroom, it is still probably true that the one thing teachers and classrooms all over Brazil have in common is that they make use of some kind of board (black, white, green, blue or even interactive!). Yet many teachers could increase the efficiency and effectiveness of their board-use, promoting greater understanding and learning amongst their students. Here are some tips submitted by teachers all over the world, for improving board work (adapted from www.teachingenglish.org.uk/try/tips). 1. After class, sit in one of the learners’ seats and look at your board. Ask yourself the following questions: a. b. c. d. e.

Does what I’ve written make sense? Is it organised? Is the writing neat and clear? Could I have laid-out the information differently? Is it obvious what the lesson was about?

2. Plan your board-work as part of your lesson plan. Divide the board into as many sections as you will cover during class e.g. grammar, vocabulary, homework.

3. Always include some simple figures/drawings, which can be used to explain grammar points or lexis (without translating). This will help students with a visual learning style. 4. Don’t stand with your back to the class… if you can possibly avoid it! 5. If your board writing tends to be TOO LARGE, why not divide the board into 4 quarters, forcing you to reduce your writing size to fit into the box! 6. Why not colour-code your board-work… assigning different colours to different language forms or to more important points. Remember… teenagers (and perhaps the rest of us) tend to switch-off B&W TV programmes, so don’t be surprised if your students ‘switch-off’ in front of a monochromatic board!!! For more practical classroom tips, register at www.teachingenglish.org.uk/brazil for free! Submitted by Graeme Hodgson (Director, English Language, British Council, Brazil).

Envie suas dicas de sala de aula ou dicas pedagógicas para – newroutes@disal.com.br Os professores que tiverem suas dicas publicadas ganharão um presente da Disal.

disal.com.br

VISITE A DISAL RIBEIRÃO EM SEU NOVO ENDEREÇO Agora maior, para atendê-lo melhor !

Em seu novo endereço no Boulevard, a Disal Ribeirão conta agora com amplo espaço e mais... > Variedade de produtos

> Agilidade nos pedidos

> Disponibilidade de estoque

> Sala de eventos

DISAL RIBEIRÃO Rua Floriano Peixoto, 1.250 - Jd. Sumaré - Ribeirão Preto / SP - CEP 14025-220 Fone 16 3610-6536 - Fax 16 3931-6691 - disalribeirao@disal.com.br

N ew Rou tes® Di s al | 2 1


by Jack Scholes

Slang

EXPRESSIONS WITH – AND ODDS AND SODS (UK) BUGIGANGAS, COISAS PEQUENAS DE POUCO VALOR; TRALHA My garage is full of odds and sods. Minha garagem está cheia de tralha. A expressão odds and sods é uma versão britânica do termo informal de inglês internacional odds and ends, que significa uma variedade de itens diferentes, normalmente coisas pequenas de pouca importância ou valor. THE INS AND OUTS OS DETALHES COMPLEXOS; OS MACETES

GOOD AND… MUITO, BEM

GO AND JUMP IN THE LAKE! “VÁ PLANTAR BATATA!” “CAI FORA!”

He really understands the ins and outs of this business. Ele entende bem os macetes do ramo.

I like my coffee good and hot. Eu gosto de café bem quente.

Oh, go and jump in the lake! Ah, vá plantar batata!

> > dead; miles; real (US); seriously

Ao pé da letra, essa expressão significa “Vá pular no lago”.

TO UM AND AH HESITAR, VACILAR, FICAR INDECISO We ummed and ahed for months before deciding to buy a new car. Nós ficamos indecisos durante meses antes de resolvermos comprar um carro novo. As palavras um e ah são representações gráficas dos sons que as pessoas articulam quando estão tentando decidir o que dizer em seguida. Podem também ser grafadas como hem and haw, ou hum and haw. Existe ainda o substantivo umming and ahing (indecisão, hesitação).

BANGERS AND MASH (UK) SALSICHA OU LINGUIÇA COM PURÊ DE BATATA Let’s have some bangers and mash for dinner. Vamos comer salsicha [ou linguiça] com purê de batata na janta. Bangers and mash é tipicamente britânico.

um

prato

> > Beat it!; Get lost!; Take a hike! (US) LIFE AND SOUL OF THE PARTY PESSOA MUITO ANIMADA, ALEGRE, DIVERTIDA EM EVENTOS SOCIAIS; ALMA DA FESTA I’m glad Pete will be there. He’s the life and soul of the party. Fico contente por saber que Pete vai estar lá. Ele é muito divertido.

See PromoMag Page 03

The author Jack Scholes is the author of Guitar Glory (Saraiva), Inglês para Curiosos (Papier), OK! Curiosidades divertidas do inglês (Campus), Slang – Gírias Atuais do Inglês (Disal Editora), Modern Slang (Disal Editora), Slang Activity Book (Disal Editora) Gems of Wisdom (Disal Editora), Break the branch? Quebrar o galho (Disal Editora) and Why do we say that? – Por que dizemos isso? (Campus / Elsevier). Email: jack.scholes@terra.com.br

26 | New R ou tes ® Di s a l


myata.com.br

¡YA LLEGÓ EL NIVEL 2! Método para niños y niñas en 4 niveles (7-10 años)

DESCRIPCIÓN . Progresión clara y sencilla. .Trabajo específico de las actividades comunicativas de la lengua con especial hincapié en la comprensión auditiva y en la expresión oral. .Acercamiento lúdico a la lengua española:descubren juegos infantiles del mundo hispano,recortan y pegan. ORGANIZACIÓN El libro del alumno consta de seis unidades, seis bloques temáticos. Estructura de 4 unidades .4 lecciones : 4 dobles páginas : Presentación de actividades que permiten trabajar el léxico y las nuevas estructuras mediante canciones , juegos etc. Cada lección (doble página) abarca un contenido funcional y léxico determinado.Se trabajan las destrezas orales:comprensión auditiva y expresión oral . .Proyecto: la última doble página ofrece al alumno un proyecto que le permite reutilizar los conocimientos adquiridos a lo largo de la unidad de forma lúdica y participativa. Para más información entre en contacto con: Sara Ganimian Tcharkhetian | Apoio Pedagógico Espanhol apoioped.espanhol@disal.com.br | Fone: 11 3226-3102


Article

b y W i l l y C. C a r d o s o

LEARNER AUTONOMY AND SELF-ASSESSMENT: INDISPENSABLE TOOLS FOR SUCCESSFUL LEARNING BACKGROUND

I mentioned, allow learners to reflect on their involvement, achievement and barriers, and state their aims more formally and

Two years ago, I realized that my students had never had a real

objectively. The next step was to collect and design classroom

chance to assess their own learning. They were taken very good

activities that would aid this practice and that could be adaptable

care of by the school, who always called them to check if they were

to fit into any language program.

satisfied; and by their teachers, who sent them monthly reports on performance, among other things. However, they were not being

CRITIQUE

guided and given opportunities to lead an equal role in determining

Teachers are constantly assessing their learners, either formally,

the rate of their success in learning a language.

through tests; or informally, through some practice followed by

Active learners taking initiative learn more things and learn better

error correction, for instance. It is the teacher who usually has

than do people who sit at the feet of their teachers. Knowles

the last word in determining success or failure. As preached and

(1975:14)

marketed, we have been moving towards more learner-centered

The quote above was the first thing I came across while researching

programs, in which approaches and materials are certainly more

self-assessment, which then led me to the relatively new field of

interesting than they were 20 or 30 years ago. But it seems to me

Learner Autonomy (capacity to take charge of one’s own learning).

that in terms of assessment, mainstream curricula are still very

It’s a concept of which I have been an advocate since then and on

far from being learner-centered. Therefore, learners are unlikely to

which I have based my teaching practice and my initiatives as an

have the responsibility we expect from them. The accountability

academic manager and teacher-trainer.

then usually weighs a lot more on the side of the teacher. I believe

Autonomy is essentially a matter of the learner’s psychological

many of you reading this article have already faced something

relation to the process and content of learning – a capacity of

like: if the learner succeeds, it’s her/his merit; if she/he doesn’t, the

detachment, critical reflection, decision-making, and independent

teacher is to blame. If this sounds like nails on a chalkboard, take

action. Little (1991:4)

a look at the two quotes below. I leave the conclusion up to you:

With such a concept in mind, I was able to develop a learner’s self-

It is mainly in formal instruction (where the focus is on learning

assessment questionnaire that would ameliorate the conditions

about the language rather than interacting in the language) that

28 | New R ou tes® Di s a l


Article

b y W i l l y C. C a r d o s o

intellectual ability (aptitude) seems to matter.

(…) Research

shows that high-quality teaching can nullify aptitude differences. Willis (1996) Individualization

(‘individualised

learning’,

How was my: interest, involvement, interaction with other students, attention/focus, contribution (with materials; bringing doubts; helping colleagues).

‘individualised

instruction’) is, historically at least, linked with programmed learning and based on a thoroughly behaviouristic psychology. As

3.

Metacognitive assessment [for setting goals]

it is generally practised, it leaves very little freedom of choice to

It is absolutely necessary to have short, medium and long-

the individual learner. Rather it is the teacher who tries to adapt

term goals to learn any skill, needless to say, an on-going

his methodology and materials to the learner, like a doctor writing

check-up of these goals is desired.

out a prescription. That is, the majority of the relevant decisions are made for the learner, not by him. It is in fact individualised TEACHING: it aims at the most efficient use of the teacher and at the most effective result, but in terms of what the teacher wants the learner to achieve. Riley (1986:32)

I have ______ hours a week available for extra-class activities? I will use this time to: a. Prepare for the next class. b. Revise the content of previous classes. c. Do something related to my personal or professional interests. For example, _______________

ACTION To develop the questionnaires and classroom activities that will promote what was said above, I made use of Brown’s five

4.

Socioaffective assessment

categories of self-assessment suggested in Language Assessment

Here we leave language aside for a moment to take care of

(2001): direct assessment of performance, indirect assessment

something as important: learning styles and preferences. The

of

process of learning how to learn plays as a lead role as the

performance,

metacognitive

assessment,

assessment

of

socioaffective factors, and student self-generated tests. I will give

process of learning the subject matter. Hence, it is essential to

an overview of them and propose some ideas.

evaluate both processes.

1.

Assessment of [a specific] performance This is carried out right after learners complete a task. A very useful tool here is recording spoken activities. E.g. after they make a presentation or discuss a problem, they listen to the recording and evaluate their own pronunciation, fluency, grammatical accuracy, and so on. Possible questions are: Did I make any mistakes that I don’t normally make in writing? Did I make any slips in pronunciation? And to follow up: What can I do to improve?

2.

Indirect assessment of [general] competence

LEARNING PREFERENCES (Choose as many options as needed) I learn better through: a. television/video/films b. radio broadcast/podcast c. music d. print material e. White board f. images/pictures/ photographs/

The purpose of this evaluation is to disregard small occasional flaws that are maybe caused by tiredness or anxiety. This assessment comprises a book unit, a group of units, or even a whole module.

Has my English gotten better since_____? (last unit; two months ago…) If so, how did I make it happen? If not, what happened? What could have been different? After studying ______ (this unit; for two months), how is my… Speaking Listening Reading Writing Which skill is more challenging? What can I do to improve?

After studying ______ (this unit; for two months), how is my… Grammar Vocabulary Which grammar items do I need to revise? Which vocabulary area do I need to revise?

I learn better by: a. memorizing b. solving problems c. figuring information out by yourself d. listening e. reading f. copying stuff from the whiteboard g. listening and taking notes h. reading and taking notes i. repeating what I listen

I prefer when the teacher: a. explains grammar using rules and terminologies b. guides me to discover how to use the grammar through examples and situations

5.

Student-generated tests (self- and peer-assessment)

One of the main purposes of giving a test is, prior to it, to stimulate review; and after it, to make learners aware of the areas they need to improve. Student-generated tests are of great value in light of the above. They foster intrinsic motivation, and give them a chance to select content that is more relevant to them. After all, they will be the ones using the language. Two nice example of this are: a) in a reading activity, students devise the comprehension questions on their own and then test each other, they will also be responsible

New Routes® Di sal | 2 9


Article

by Willy C Cardoso

for grading it. b) learners keep tab of words, grammatical structures,

self-esteem and self-consciousness, which play important roles

expressions and any content that they consider important through

in the learning process. Teachers and learners will hopefully

a certain period; they will use that to review and the teacher will

share responsibility for either success or failure, and take the

design the tests based on these lists.

wheel of the course hand-in-hand.

To see more sample questionnaires and activities, as well as, guidelines to develop your own material, visit the post Self-

“The greatest sign of success for a teacher... is to be able to say, “The

Assessment on http://authenticteaching.worpress.com

children are now working as if I did not exist.” Maria Montessori REFERENCE

CONCLUSION In conclusion, the purpose of having learners assess themselves throughout the course is to give them more control over their

Benson, P. (2001) Teaching and Researching Autonomy in Language Learning, Pearson

they are putting in is paying off (or when there is a lack of it), for

Brown, H.D. (2004) Language Assessment: principles and classroom practices, Pearson

them to clearly see the consequences with their own eyes, and

Nunan, D. (1988) The Learner-Centred Curriculum, Cambridge

based on that to set realistic goals for learning. Moreover, self-

Scharle, Á. and Szabó, A. (2000) Learner Autonomy, Cambridge

assessment encourages an enhancement of one’s self-knowledge,

Willis, J. (1996) A Framework for Task-Based Learning, Longman

learning, it is to make them think for themselves whether the effort

The author Willy C. Cardoso has been in ELT for 10 years. He is a consultant for English in the Office and Super Teacher (SP). At the moment, he is taking a Masters in Education in the UK. You can find him blogging on http://authenticteaching.wordpress.com and on twitter (@willycard). willybanze@yahoo.com.br www.englishintheoffice.com.br

D.E.L.E

DIPLOMAS DE ESPAÑOL COMO LENGUA EXTRANJERA Próximas Convocatorias/2010

NOVIEMBRE: 19-20 de noviembre Inscripciones: del 1 de septiembre al 15 de octubre Niveles: A1, A2, B1, B2, C1, C2 Informaciones: Instituto Cervantes de São Paulo: (11) 3897 - 9600 informasao@cervantes.es; censao@cervantes.es ; recepcao@cervantes-brasil.com.br

26 | New R ou tes ® Di s a l


Quiz

* Título poderá ser escolhido entre uma lista de sugestões da editora.

SUPER QUIZ

A GANHADORA DO SUPER QUIZ DISAL. EDIÇÃO #41

1. Choose the word which is NOT a verb a) Facebook b) Hashtag c) Text d) Google

ALINE JOSIANE M. SALES

2. GENERATION Y or GEN Y is a term used to refer to people born approximately – Answers:

a) between the end of the Second World War and the early sixties b) between the early sixties and the late seventies c) between the late seventies and the mid-nineties d) between the mid-nineties and 2010 3. How do you say the following symbols? / \ Choose the only alternative with all four correct a) slash – inverted slash – full stop – arroba b) bar – inverted bar – period – at c) (forward) slash – reverse slash – dot – and d) (forward) slash – backslash – dot – at

1. FLEXITARIAN c) A vegetarian who sometimes eats meat or fish 2. TEXTWALK d) To text messages while walking, unaware of things around you

. @

3. WEBINAR a) A presentation or seminar conducted over the Web

Frase Ganhadora A vegetarian or a flexitarian diet? Well, I prefer the “sea” food diet. When I see food, I eat it.

Para mais informações acesse www.brandnewroutes.com.br/superquiz

Participe!

Nou ve lle s R ou t e s ® D i s al | 31


Article

by Jihad Mohamad Abou Ghouche

FALAR ÁRABE É TÃO DIFÍCIL QUANTO PARECE? Não, não é. Primeiro é importante esclarecer um equívoco

é que as letras não ficam lado a lado quando palavras são

coletivo ou, pode-se dizer, “mito” que Árabe é tão difícil

formadas como em Português, Inglês, Francês, etc... O que

quanto Chinês, “aquele monte de minhoquinhas, com

ocorre em árabe é que as letras se fundem umas nas outras,

pontos em cima e embaixo”. É verdade, à primeira vista,

em outras palavras, elas se modificam, perdem muito da

parece alienígena:(tradução: à língua árabe).

forma original (de quando estava solitária no alfabeto) quando ligadas umas as outras. Vou explicar melhor e com

Mas vamos aos fatos: Árabe diferentemente de algumas

exemplos: para escrever “cabelo” em português, basta

línguas do extremo oriente, possui um alfabeto com

posicionar as 6 letras lado a lado, mesmo que se escreva

(apenas!) 28 letras. Em sua maioria, essas letras têm o

em letra cursiva “FDEHOR”, identificam-se as letras que apenas

som praticamente igual as do português:ΐ(B)Ζ(T)Ν(J)

“ deram-se as mãos” para formar uma palavra. Já em

etc... Outras são totalmente desconhecidas a quem tem o

Árabe para escrever “cabelo” são usadas as seguintes três

Português como língua materna, mas de fácil assimilação

letras (aqui separadas)

para outros, um exemplo é a letra Υ que emite um som

pra esquerda, ok?) Daí para escrever “cabelo” as letras se

parecidíssimo com o jdo Espanhol em (hijo) ou a letraΚ

misturam e a palavra fica assim

que emite exatamente o som de th do inglês em (think).

O que aconteceu?! As letras se modificaram, cada uma de

(Ah! A escrita é da direita

όθ

acordo com sua posição na palavra, início, meio, ou fim. O que dificulta a escrita árabe, e isso é muito interessante,

32 | New R ou tes ® Di s a l

Não são todas as 28 letras que se alteram, mas a maioria


Article

by Jihad Mohamad Abou Ghouche

delas. É isso que torna a escrita e a leitura um pouco difícil.

foram acrescentados prefixos (B, BT..) ou sufixos ( I , U ). O mesmo ocorre com centenas de outros verbos: ver = CHUF,

E para falar? Para aprender a falar e entender não é

estudar= EDRUS, falar= EHKI ... é só seguir a regra .

necessário aprender a ler e escrever em árabe. É assim: Ensina-se a transcrição fonética com os caracteres

Algumas pessoas, após conseguirem se comunicar bem

ocidentais, então, por exemplo, quer aprender a perguntar

oralmente em árabe, usando este método, procuram

a alguém como ele se chama? Diga: CHU ISMAK? quer dizer

aprender a escrita, e conseguem esse objetivo com

“eu moro sozinho”: ANA BESKUN LAHALI.

menos dificuldade. Já a maioria quer mesmo é saber falar e entender.

Isso não é novidade, ensinar a conversação e compreensão de línguas orientais com caracteres ocidentais. Mas parece

Aprender uma língua estrangeira em suas 4 habilidades já

que nos últimos anos esta prática está sendo bem mais

existia, mas saiba agora que há métodos e materiais que

utilizada, talvez devido à pressa da globalização. Se fosse

criam atalhos para quem quer aprender a falar e entender

alfabetizar um adulto em árabe, começando pelo a, b, c...

num prazo bem menor outras línguas, cuja a escrita parece,

até fazê-lo conseguir se apresentar oralmente levaria no

mas não é de outro mundo.

mínimo 2 anos. Já concentrando o ensino na conversação e compreensão, obtém-se resultados em apenas 6 meses!

Onde e por quem o Árabe é falado?

O árabe coloquial falado realmente não é difícil, para um

O Árabe é a língua nativa de 21 países. Na Ásia são 12:

adjetivo masculino virar feminino basta acrescentar I no

Líbano, Síria, Palestina, Jordânia, Iraque, Kuwait, Arábia

final, baixo = ASIR e baixa = ASIRI, o verbo ser/estar no

Saudita, Omã, Emirados Árabes Unidos, Bahrein, Qatar

presente não existe, para dizer “ela é bonita“ = HIE HELUI.

e Iêmen. Na África (mais precisamente ao norte) são 9:

A conjugação dos verbos no presente não é facílima como

Egito, Somália, Sudão, Líbia, Tunísia, Argélia, Marrocos,

em inglês, mas muito mais fácil que em português. Já viu a

Mauritânia e Djibuti.

cara de um estrangeiro aprendendo português quando se depara com um simples verbo como “ver” que conjugado faz

O número de falantes desses países chega aos 350 milhões

aparecer letras do além: eu vejo, tu vês... (e eles perguntam:

segundo os dados mais recentes. Além desses, estima-se

de onde veio esse -jo e -ês? O verbo não erav-e-r ?)

que há outros 50 milhões (no mínimo) de pessoas que falam bem Árabe mundo a fora, devido à descendência e a

O verbo comer em árabe é EKOL, conjugado no presente

religião Muçulmana.

fica assim: Entenda melhor: Árabe é uma etnia. A maioria dos árabes é ANA BEKOL

(eu como)

adepto da religião muçulmana, mas há também árabes que

INTA BTEKOL

(você – masculino – come)

seguem o cristianismo, o judaísmo e outras doutrinas.

INTI BTEKOLI

(você – feminino – come)

HUE BIEKOL

(ele come)

Agora pense o contrário: Nem todo muçulmano é árabe.

HIE BTEKOL

(ela come )

Aliás, há mais de 1 bilhão de muçulmanos no mundo,

NAHNA MNEKOL (nós comemos )

e menos de um terço deles são árabes! E o que a língua

INTU BTEKOLU

(vocês comem )

árabe tem a ver com o islamismo? Tudo. É que o livro

HINNI BIEKOL

(eles / elas comem)

sagrado dos muçulmanos, o Alcorão, está em árabe. Ele pode ser traduzido para outros idiomas, apenas para

Repare que o verbo ficou em sua forma original e a ele

a compreensão geral. Porém, na hora de rezar, quando é

New Routes® Di sal | 3 3


Article

by Jihad Mohamad Abou Ghouche

necessĂĄrio recitar o AlcorĂŁo, isso sĂł pode ser feito na lĂ­ngua

comunicar no idioma. Um bom exemplo ĂŠ a IndonĂŠsia, que ĂŠ

em que o livro foi revelado: Ă rabe.

o maior país muçulmano do mundo, com aproximadamente 195 milhþes de habitantes. Lå, Ê possível encontrar

Então, hå em vårios países, não-årabes que são mulçumanos,

bastante gente com os olhos puxados que fala ĂĄrabe.

e que, praticando a religiĂŁo, acabam aprendendo a se

Interessante, nĂŁo ĂŠ?!

See PromoMag Page 22

O autor Jihad Mohamad Abou Ghouche ĂŠ brasileiro, descendente de libaneses. Aos 10 anos se mudou para o LĂ­bano com toda a famĂ­lia, onde concluiu o ensino fundamental e mĂŠdio em uma escola bilĂ­ngue (Ă rabe / InglĂŞs). Em seguida estudou literatura inglesa e americana. Retornou ao Brasil na dĂŠcada de 90 e fez de seus conhecimentos em lĂ­nguas sua proďŹ ssĂŁo. Jihad acumula 17 anos de experiĂŞncia no ensino de idiomas e jĂĄ lecionou para alunos de praticamente todas as faixas etĂĄrias, dos 4 aos 80 anos. Ele ĂŠ autor do livro, Fale ĂĄrabe em 20 liçþes (Disal Editora). parajihad@hotmail.com

273

www.speakup.com.br

Speak U

p

ganhe Contest um

a revista que fala    

CUR EXTERSO NO IOR!

A revista que fala inglĂŞs com vocĂŞ

Assine

com descontos exclusivos South Africa World Cup Madness is here!

 

Promoção especial para você!

Tourism in Wyoming The Best of the West

ROBERT PATTINSON The hot vampire 21&'

32 | New R ou tes ÂŽ Di s a l

Leeds The Musical City

Assine por 2 anos por apenas R$ 365,00 e ganhe 28 exemplares

Assine por 1 ano por apenas R$ R$ 195,00 e ganhe 14 exemplares

India Special r7BOEBOB4IJWB r#BMJ3BJ Brazilian Basketball Americans play in NBB

www.assinespeakup.com.br


by José Roberto A. Igreja

How do you say ... in English?

POR CONTA DA CASA ON THE HOUSE

RATO DE BIBLIOTECA BOOKWORM

PERIFERIA OUTSKIRTS

When the bartender announced that customers could have a drink on the house, people started to line up at the counter. Quando o barman anunciou que os fregueses poderiam tomar um drinque por conta da casa, as pessoas começaram a fazer fila no balcão. Podemos também dizer on me (por minha conta). A expressão informal my treat também é bastante usual e equivalente a on me: “Let’s go out to dinner. My treat!”, Dave invited his friends. “Vamos sair para jantar. Por minha conta!”, disse Dave, convidando os amigos.

Ralph is a real bookworm. He loves to spend hours in bookshops and libraries. Ralph é mesmo um rato de biblioteca. Ele adora passar horas em livrarias e bibliotecas.

The Smiths have always lived on the outskirts of London. Os Smith sempre moraram na periferia de Londres. O termo outskirts não tem a conotação negativa freqüentemente atribuida à palavra “periferia” em português, referindo-se apenas às regiões urbanas periféricas, ou seja, mais distantes do centro.

QUASE NUNCA ONCE IN A BLUE MOON As Burt’s in-laws live very far away, he only visits them once in a blue moon. Como a família da esposa de Burt mora muito longe, ele quase nunca os visita. Os advérbios very seldom e hardly ever, menos informais, também são muito usados nesse contexto.

MIMAR UMA CRIANÇA TO PAMPER A CHILD Parents sometimes pamper their children without knowing they are doing so. Os pais às vezes mimam os filhos sem saber que estão fazendo isso. A pampered child é “uma criança mimada”. O verbo to spoil também pode ser empregado nesse contexto: “If you do everything your kids want, you’ll end up spoiling them”, Diane told Heather. “Se você fizer tudo o que os seus filhos querem, vai acabar mimando-os”, Diane disse à Heather.

VALIDADE/VIDA ÚTIL DE UM PRODUTO SHELF LIFE Dairy products usually have a short shelf-life. Os laticínios geralmente têm validade curta.

See PromoMag Page 03

O autor José Roberto A. Igreja é autor dos livros How do you say ... in English?; Say it all in Brazilian Portuguese!; Fale Tudo em Inglês!; Fale tudo em Inglês em Viagens!; Falsos Cognatos - Looks can be deceiving! e False Friends. É co-autor, com Robert C. Young, dos livros English for Job Interviews! e Fale Inglês como um Americano. É também co-autor, com Jonathan T. Hogan, dos livros Phrasal Verbs e Essential Phrasal Verbs, e com Joe Bailey Noble III, dos livros American Idioms! e Essential American Idioms, todos publicados pela Disal Editora. E-mail: jr@dialectoenglish.com.br

New Routes® Di sal | 3 5


Atividades

1. Mots Croisées

Horizontalement 1. Voilà la pluie, le vent, les éclairs, le tonnerre ; c´est un … 2. C´est un adjectif ; c´est le contraire de « juste », « vrai ». 3. C´est une saison : en Europe, le 21 décembre marque le début de l´… 6. C´est une personne qui parle beaucoup. 10. Un objet de forme à peu près ronde est… 13. Région où le climat n´est ni chaud ni froid. Verticalement I. Point cardinal à gauche sur une carte. Les États-Unis sont à l´… de la France. II. Matière. Les portes des maisons sont généralement en… IV. Couleur. Quand il y a des nuages dans le ciel, le ciel est… IV. Qui change. Parfois il y a du soleil, puis de la pluie, puis du soleil… Le temps est… VII. C´est le contraire de : chaude. X . Quand l´eau n´est pas très chaude, elle est…

2. On découvre d´autres mots.

Cochez la bonne réponse. 1. Un contraste est ( ) a. une ressemblance. ( ) b. une montagne. ( ) c. une différence. 2. Un orage est

( ) a. un animal. ( ) b. une fleur ( ) c. une pluie violente accompagnée de tonnerre et d´éclairs.

3. Une colline est

( ) a. une couleur. ( ) b. une petite montagne de forme arrondie. ( ) c. une partie du vêtement autour du cou.

Réponses

See PromoMag Page 15

36 | New R ou tes ® Di s a l


Atividades

WHAT’S DIFFERENT?

Tópico: Vocabulário Nível: Todos Material: Nenhum Procedimento 1. Divida os alunos em duplas. 2. Cada dupla deverá sentar de frente uma para outra, mas com uma certa distância. 3. As duplas devem olhar-se atentamente por 20 segundos. 4. Em seguida, viram-se de costas e alteram um detalhe de si mesmos. Por exemplo: soltam o cabelo, tiram os óculos etc. 5. Ao sinal do professor, voltam a se observar e tentam descobrir o que está diferente. 6. O vencedor será a dupla que descobrir imediatamente a alteração que foi feita.

WHAT’S YOUR QUESTION?

Tópico: Tempos Verbais (Verb Tenses) Nível: Iniciante – Avançado Material: Caixas com perguntas em tiras de papel Procedimento 1. Divida os alunos em dois grupos e peça que se sentem em um círculo no chão. 2. O professor coloca uma música e os alunos passam a caixa até que a música pare. 3. O aluno que ficar com a caixa quando a música parar, deve abri-la e pegar um papel com uma pergunta e respondê-la. 4. Esse aluno deverá escolher outro aluno no círculo para adivinhar a pergunta que está escrita no papel. 5. Se o aluno não conseguir formular a pergunta ele estará fora do jogo. 6. O vencedor será o último aluno remanescente no jogo. NOTA: Peça aos alunos que já saíram do jogo para anotarem no caderno as perguntas para as respostas que estão sendo dadas assim eles continuarão envolvidos no jogo.

See PromoMag Page 04

New Routes® Di sal | 3 7


Nuevas Rutas

Gretel Eres Fernández

LA PRODUCCIÓN ESCRITA: ALGUNAS CONSIDERACIONES Introducción (QWUH ODV KDELOLGDGHV \ FRPSHWHQFLDV D GHVDUUROODU HQ ORV FXUVRV GH LGLRPDV HVWi OD HVFULWXUD \ VH HVSHUD TXH HO HVWXGLDQWH PDQHMH FRQ H¿FDFLD GLVWLQWRV WLSRV GH WH[WR TXH VHSDUHGDFWDUFRQSURSLHGDGVHJ~QHOJpQHURWH[WXDOGHTXH VH WUDWH WDQWR HQ OR TXH FRQFLHUQH D OD IRUPD FRPR HQ OR UHIHULGRDOFRQWHQLGR3DUDHVRHOWH[WRSURGXFLGRDGHPiV GHFRQVLGHUDUODFRUUHFFLyQOLQJtVWLFDGHEHDMXVWDUVHDOWLSR GH OHQJXDMH SHUWLQHQWH D FDGD PRGDOLGDG WH[WXDO DVt FRPR GHEH WHQHU HQ FXHQWD IDFWRUHV VRFLRFXOWXUDOHV \ HOHPHQWRV GLVFXUVLYRV DGHFXDGRV HQ FDGD FDVR 6H WUDWD SRU OR WDQWR TXHHODSUHQGL] QR VHD XQ VLPSOH UHSURGXFWRU GH OD SDODEUD DMHQD VLQR TXH GHEH VLWXDUVHFRPRXQLQGLYLGXRTXHWLHQHDOJRDGHFLUHQRWUDOHQJXDD SDUWLUGHOFRQRFLPLHQWRGHVXUHDOLGDG\GHOOXJDUTXHRFXSDHQOD VRFLHGDG 2& 

/DVDFWLYLGDGHVTXHFRQFLHUWDIUHFXHQFLDVHOHVSURSRQHQD ORVHVWXGLDQWHVVRQFRPSOHWDUKXHFRVHQHMHUFLFLRVFRQWHVWDU SUHJXQWDV FRQ EDVH HQ WH[WRV R VREUH DVSHFWRV OLQJtVWLFRV UHJODV JUDPDWLFDOHV UHOOHQDU LPSUHVRV ¿FKDV WDUMHWDV  UHGDFWDUQRWDVEUHYHVSRVWDOHVFDUWDVSHUVRQDOHVVHQFLOODVR VHJ~Q XQ WHPD SUHYLDPHQWH GH¿QLGR HODERUDU FRPHQWDULRV VREUH XQ DVXQWR GHWHUPLQDGR R FRQ EDVH HQ XQD SHOtFXOD HODERUDU LQIRUPHV GLGiFWLFRV HVWXGLRV PRQRJUi¿FRV VREUH XQSDtVUHJLyQRDVXQWR HWF 38 | Nu evas R u t a s® Di s a l

/R QRUPDO HV TXH YDULDV GH HVDV DFWLYLGDGHV VH UHDOLFHQ LQGLYLGXDOPHQWHHQFDVD/XHJRHOSURIHVRUODVUHFRJHODV FRUULJHOHVDWULEX\HXQDQRWD\VHODVGHYXHOYHDORVDXWRUHV SDUDTXHVH¿MHQHQORVHUURUHVVHxDODGRV$YHFHVVHKDFHQ FRPHQWDULRV RUDOHV VREUH ORV HUURUHVGL¿FXOWDGHV FRPXQHV D YDULRV HVWXGLDQWHV \ VH YXHOYH D H[SOLFDU XQ FRQWHQLGR OLQJtVWLFR TXH KD VXSXHVWR XQD GL¿FXOWDG PiV R PHQRV JHQHUDOL]DGD (Q VtQWHVLV HO DOXPQR HVFULEH OR TXH VH OH H[LJH ± FXDQGR ORKDFH±SRUTXHVHUiHYDOXDGRSRUHVDSURGXFFLyQ(OWH[WR FRUUHJLGR ³VH SLHUGH´ HQ PHGLR GHO FXDGHUQR R GHO OLEUR MXQWR FRQ ODV FRUUHFFLRQHV VHxDODGDV SRU HO SURIHVRU \ HQ XQD SURGXFFLyQ IXWXUD ODV SRVLELOLGDGHV GH TXH ORV PLVPRV HUURUHVVHUHSLWDQVRQJUDQGHV¢3RUTXpRFXUUHHVR"7UDWHPRV GHGHWHFWDUDOJXQRVGHORVSRVLEOHVPRWLYRV ¢4XpVHHVFULEH"¢3DUDTXLpQVHHVFULEH" (QRFDVLRQHVODVDFWLYLGDGHVGHSURGXFFLyQHVFULWDSURSXHVWDV HQ ODV FODVHV GH OHQJXD H[WUDQMHUD FRQVHUYDQ FDUDFWHUtVWLFDV FRQVDJUDGDVSRUORVPpWRGRVGHHQVHxDQ]DPiVWUDGLFLRQDOHV FRPRHO*UDPiWLFD\7UDGXFFLyQ/DSUiFWLFDGHODHVFULWXUD WHQtD FRPR IXQFLRQHV HQ HVH PpWRGR ¿MDU ODV UHJODV JUDPDWLFDOHV VLQWiFWLFDV PRUIROyJLFDV RUWRJUi¿FDV HWF 


Gretel Eres Fernández

GHODOHQJXDH[WUDQMHUDFRQVROLGDUYRFDEXODULR VLJQL¿FDGRV \ RUWRJUDItD  UHGDFWDU WH[WRV FRQ FRUUHFFLyQ \ DFRUGHV D OD QRUPDFXOWD $XQTXHODWHQGHQFLDSHGDJyJLFDGHODPD\RUtDGHORVGRFHQWHV VH YLQFXOH D ORV SULQFLSLRV GH ORV PpWRGRV FRPXQLFDWLYRV D OD KRUD GH VROLFLWDUOHV D ORV HVWXGLDQWHV DFWLYLGDGHV GH SURGXFFLyQHVFULWDODWUDGLFLyQVHVXSHUSRQHDODPRGHUQLGDG \ORPLVPRRFXUUHDODKRUDGHFRUUHJLUHVRVWH[WRVEROtJUDIR HQULVWUHHOSURIHVRUVHxDODORVHUURUHVOLQJtVWLFRVFRPRVL OR ~QLFR R OR SULRULWDULR IXHVH OD RUWRJUDItD \ OD JUDPiWLFD 'HQXHYRWHQHPRVODSUHVHQFLDGHOHQIRTXHJUDPDWLFDOFRPR FRQFHSFLyQGHOHQJXDHVFULWD 7DPELpQ KD\ TXH FRQVLGHUDU TXH PXFKDV YHFHV HO WH[WR HODERUDGR SRU HO HVWXGLDQWH QR FXPSOH QLQJXQD IXQFLyQ FRPXQLFDWLYDSXHVWRTXHQRYDGHVWLQDGRDQDGLHHVXQWH[WR HVFULWR SDUD OHFWRUHV LQH[LVWHQWHV \D TXH HQ HVH FRQWH[WR GH SURGXFFLyQ \ SRU VX FDUiFWHU QR VH SXHGH FRQVLGHUDU HO SURIHVRUFRPRXQOHFWRUFRPRXQGHVWLQDWDULRUHDOGHOWH[WR (O SURIHVRU HV VLPSOHPHQWH HO HYDOXDGRU GH OD DFWLYLGDG TXHQRWLHQHRWURLQWHUpVVLQRHOGHDYHULJXDUTXpFRQWHQLGRV OLQJtVWLFRVORVDOXPQRVKDQDVLPLODGRDGHFXDGDPHQWH 3HVH D ODV H[DJHUDFLRQHVTXHTXL]iKD\DHQHVWHUHWUDWRHV HYLGHQWHTXHSURSXHVWDVFRPRODVVHxDODGDVQRVRQORTXHVH SXHGDGHFLUPRWLYDGRUDV(VFULELUSRUHVFULELUVRORVLQWHQHU FRQ TXLpQ GLVFXWLU XQD LGHD VLQ FDPELDU RSLQLyQ VREUH OD PHMRUIRUPDGHH[SRQHUXQDUJXPHQWRVLQGLULJLUVHDQDGLHHQ HVSHFLDO\WHQLHQGRFRPRSULQFLSDOREMHWLYRQRHTXLYRFDUVH HQ ORV DFHQWRV R HQ OD FRQFRUGDQFLD SRU HMHPSOR  VROR SXHGH IRPHQWDU HO GHVLQWHUpV \ HO DEXUULPLHQWR 3ODQWHDU ODV DFWLYLGDGHV GH HVFULWXUD GH HVD IRUPD HV SHGLU TXH ORV DOXPQRVQRHVFULEDQ\SHRUWRGDYtDSHGLUTXHSDVHQDRGLDU HOWHQHUTXHHVFULELU /DHVFULWXUDFRPRSURGXFFLyQGHFRQRFLPLHQWR\FRPR FRPXQLFDFLyQ (QQXHVWURGtDDGtDWRGRORTXHKDFHPRVWLHQHXQSURSyVLWR FODUDPHQWHGH¿QLGR\ORPLVPRRFXUUHDODKRUDGHHVFULELU HVFULELPRV SRUTXH WHQHPRV OD QHFHVLGDG GH WRPDU QRWD GH XQD GLUHFFLyQ TXH QRV IDFLOLWDQ SRU WHOpIRQR SDUD UHFRUGDU XQ FRPSURPLVR OR DQRWDPRV HQ OD DJHQGD SDUD TXH QR VH QRV ROYLGH DOJR D OD KRUD GH OD FRPSUD HODERUDPRV XQD OLVWDSDUDUHFRJHULQIRUPDFLyQHQFODVHWRPDPRVQRWDVHQHO FXDGHUQRSDUDGHMDUOHXQDYLVRRUHFDGRDDOJXLHQHVFULELPRV XQD QRWD SDUD ³KDEODU´ FRQ DPLJRV HVFULELPRV PHQVDMHV HOHFWUyQLFRV« (Q HO PXQGR ODERUDO HVFULELPRV DFWDV GH

Nuevas Rutas

UHXQLRQHVSDUDWHQHUVXUHJLVWURHODERUDPRVLQIRUPHVVREUH ODVLWXDFLyQRGL¿FXOWDGHVGHXQWUDEDMRRVHFWRUUHGDFWDPRV XQ VLQItQ GH GRFXPHQWRV SDUD TXH RWUDV SHUVRQDV WRPHQ FRQRFLPLHQWR GH GHWHUPLQDGR DVXQWR (Q HO iPELWR GH OD SXEOLFLGDGVHHVFULEHQDQXQFLRVSDUDFRQYHQFHUQRVDFRPSUDU RFRQVXPLUGHWHUPLQDGRSURGXFWRRVHUYLFLR(QORVORFDOHV S~EOLFRV OD SDODEUD HVFULWD VLUYH SDUD LQIRUPDUQRV VREUH KRUDULRV OXJDUHV HWF /RV PDQXDOHV GH IXQFLRQDPLHQWR VH YDOHQGHODHVFULWXUDSDUDRULHQWDUQRVHQHOPRPHQWRGHXVDU GHWHUPLQDGRDSDUDWR(VGHFLUWRGDODDFWLYLGDGGHHVFULWXUD HQQXHVWUDYLGDHVWiUHODFLRQDGDDODFRPXQLFDFLyQ\FXHQWD FRQOHFWRUHVFODUDPHQWHGH¿QLGRV\UHDOHV(QRWUDVSDODEUDV ODFRQFHSFLyQGHOHQJXDHVFULWDTXHHVWiSUHVHQWHHQQXHVWUDV YLGDVVHUHODFLRQDDOHQIRTXHIXQFLRQDOHVFULELPRV\HOWH[WR UHVXOWDQWH FXPSOH XQD IXQFLyQ HVSHFt¿FD $GHPiV HVRV WH[WRVVHYLQFXODQDiUHDVGHOFRQRFLPLHQWRGHWHUPLQDGDVR D WHPDV HVSHFt¿FRV FRQ OR FXDO OD FRQFHSFLyQ GH HVFULWXUD WDPELpQVHUHODFLRQDDOFRQWHQLGRSUHVHQWHHQHOORV 6L SUHWHQGHPRV IRPHQWDU OD HVFULWXUD VLJQL¿FDWLYD HQ ORV FXUVRV GH OHQJXD H[WUDQMHUD GHEHPRV VROLFLWDUOHV D ORV HVWXGLDQWHV OD HODERUDFLyQ GH WH[WRV TXH HVWiQ SUHVHQWHV HQ VX UXWLQD 0RVWUDUOHV OD GLIHUHQFLD TXH H[LVWH HQWUH SRU HMHPSOR XQ WH[WR TXH VH GHVWLQD D FRQYHQFHU D ORV GHPiV VREUH OD QHFHVLGDG GH HYLWDU OD FRQWDPLQDFLyQ GH ORV UtRV \ RWUR WH[WR TXH WHQJD FRPR REMHWLYR RUJDQL]DU XQD YLVLWD D XQD H[SRVLFLyQ (Q FDGD FDVR VH H[LJLUiQ FRQRFLPLHQWRV OLQJtVWLFRV GLVFXUVLYRV \ WH[WXDOHV GLIHUHQWHV \D TXH ORV SURSyVLWRVGHFDGDWH[WRWDPELpQVRQGLIHUHQWHV $GHPiVQRKD\UD]yQSDUDSURKLELUODHODERUDFLyQGHWH[WRVHQ SDUHMDVRJUXSRVSXHVVLORVHVWXGLDQWHVSXHGHQGLVFXWLUHQWUH VtTXpGHFLU\FyPRGHFLUORVHLQFUHPHQWDQODVSRVLELOLGDGHV GHp[LWRHQODWDUHD\GHTXHHOWH[WR¿QDOWHQJDPiVFDOLGDG DVtFRPRVHIRPHQWDHODSUHQGL]DMHFRODERUDWLYR$OQHJRFLDU LQWHUFDPELDULQIRUPDFLyQ\RSLQLyQVHYDORUDHOSURFHVRGH HVFULWXUD±\QRVRORHOUHVXOWDGR &RUUHFFLyQHYDOXDFLyQ\DSUHQGL]DMH $O SODQWHDU ODV DFWLYLGDGHV HVFULWDV GH IRUPD PiV DPSOLD WDPELpQ VHUi QHFHVDULR DGRSWDU FULWHULRV GH FRUUHFFLyQ \ HYDOXDFLyQ TXH FXEUDQ WRGRV ORV DVSHFWRV SUHVHQWHV HQ OD DFWLYLGDG3RUORWDQWRODJUDPiWLFDQRGHEHVHUOR~QLFRQL ORSULQFLSDODFRQVLGHUDUKD\TXHWHQHUHQFXHQWDODIXQFLyQ HOFRQWHQLGRWUDWDGRHOSURFHVRGHHODERUDFLyQGHOWH[WRHWF 6LQ HPEDUJR SDUD TXH HVR VH FRQFUHWH ORV REMHWLYRV GH OD SURGXFFLyQ HVFULWD KDQ GH HVWDU FODUDPHQWH HVWDEOHFLGRV \

Nueva s Ruta s® Di sal | 3 9


Nuevas Rutas

GH¿QLGRVSDUDFDGDQLYHOGHHQVHxDQ]D /HMRV GH SUHWHQGHU LQGLFDU XQ PRGHOR ~QLFR \ FHUUDGR HO FXDGUR GH HYDOXDFLyQ SURSXHVWR SRU HO 0DUFR &RP~Q (XURSHRGH5HIHUHQFLDSDUDODVOHQJXDVSXHGHVHUHOSXQWR GH SDUWLGD SDUD TXH FDGD LQVWLWXFLyQ R SURIHVRU HODERUH VX FXDGUR HVSHFt¿FR FRQ ODV PHWDV TXH GHVHD DOFDQ]DU R TXH FRQVLGHUDIDFWLEOHVHQFDGDVLWXDFLyQGHHQVHxDQ]D$VtHV SRVLEOHSRUHMHPSORTXHHQORVQLYHOHVLQLFLDOHVORVDOXPQRV HVFULEDQSRVWDOHVFRUWDV\VHQFLOODVUHOOHQHQIRUPXODULRVFRQ GDWRVSHUVRQDOHVUHGDFWHQQRWDV\PHQVDMHVEUHYHVUHODWLYRV DQHFHVLGDGHVLQPHGLDWDVRFDUWDVSHUVRQDOHV(QORVHVWDGLRV LQWHUPHGLRVVHSXHGHVROLFLWDUDORVHVWXGLDQWHVODHVFULWXUDGH WH[WRVVHQFLOORV\ELHQHQOD]DGRVVREUHWHPDVFRQRFLGRVRGH VXLQWHUpVSHUVRQDODVtFRPRGHFDUWDVSHUVRQDOHVHQODVTXH GHVFULEDQH[SHULHQFLDVHLPSUHVLRQHV7DPELpQFDEHSODQWHDU ODHODERUDFLyQGHWH[WRVFODURV\GHWDOODGRVVREUHXQDDPSOLD VHULH GH WHPDV UHODFLRQDGRV FRQ ORV LQWHUHVHV SHUVRQDOHV GH ORV DOXPQRV DVt FRPR SURFHGH LQFOXLU UHGDFFLRQHV R HODERUDFLyQ GH LQIRUPHV GHVWLQDGRV D RIUHFHU LQIRUPDFLyQ \RDDSR\DURUHIXWDUXQSXQWRGHYLVWDFRQFUHWR (QORVQLYHOHVDYDQ]DGRV\VXSHULRUHVORVWH[WRVKDQGHVHU PiVHODERUDGRV\FRPSOHMRVFRQORFXDOVHUHTXHULUiTXHORV HVWXGLDQWHVVHH[SUHVHQHQWH[WRVFODURV\ELHQHVWUXFWXUDGRV H[SRQLHQGR SXQWRV GH YLVWD FRQ DUJXPHQWDFLyQ FRQVLVWHQWH \SHUWLQHQWH'HLGpQWLFDPDQHUDVHUiLPSRUWDQWHTXHWUDWHQ WHPDV FRPSOHMRV HQ FDUWDV UHGDFFLRQHV R LQIRUPHV \ TXH VHDQFDSDFHVGHHVFULELUWH[WRVFODURV\ÀXLGRVHQXQHVWLOR DSURSLDGR\DGHFXDGRDOJpQHURWH[WXDOGHTXHVHWUDWH 8QDLQYLWDFLyQDODHVFULWXUD 7RGRV VDEHPRV TXH HVFULELU QR HV IiFLO \ TXH FDGD QXHYR WH[WR VH QRV LPSRQH FRPR XQ JUDQ GHVDItR TXH SDUHFH LQVXSHUDEOH(OSURIHVRUQRSXHGHSUHWHQGHUTXHORVSULPHURV

Gretel Eres Fernández

WH[WRVSURGXFLGRVSRUVXVDOXPQRVVHDQSHUIHFWRVEDMRWRGRV ORVDVSHFWRV3RUHVRFRQYLHQHPRVWUDUOHVSRFRDSRFRTXp SXHGHQ PHMRUDU \ TXp GHEHQ KDFHU SDUD SHUIHFFLRQDU VXV SURGXFFLRQHV 6LQ HPEDUJR ORV DSUHQGLFHV VROR HVFULELUiQ VL OHV LQYLWDPRV D HVFULELU VL OHV PRVWUDPRV TXH VXV SURGXFFLRQHV HVFULWDV WHQGUiQ XQ OHFWRU UHDO \ QR VROR XQ HYDOXDGRUVLSURSRQHPRVODVDFWLYLGDGHVGHHVFULWXUDFRPR XQHMHUFLFLRGHUHÀH[LyQGHFRPSDUWLULGHDV\RSLQLRQHVGH RUJDQL]DUHOSHQVDPLHQWR\SULQFLSDOPHQWHGHGDUDFRQRFHU QXHVWURSXQWRGHYLVWDQXHVWUDIRUPDGHVHU\GHVHQWLU 3HURKD\DOJRDQWHULRU\SULPRUGLDODWRGRORPHQFLRQDGR SDUD ORJUDU TXH QXHVWURV DOXPQRV GHVFXEUDQ OD HVFULWXUD WHQHPRV TXH GDUOHV HO HMHPSOR QRVRWURV ORV SURIHVRUHV &RQ OR FXDO FDEH OD SUHJXQWD QRVRWURV ORV SURIHVRUHV ¢HVFULELPRV" 5HIHUHQFLDV%LEOLRJUi¿FDV &216(-2 '( (8523$ 0DUFR &RP~Q (XURSHR GH 5HIHUHQFLD SDUD ODV OHQJXDV DSUHQGL]DMH HQVHxDQ]D \ HYDOXDFLyQ 'LVSRQLEOH HQ  KWWSFYFFHUYDQWHVHV ! $FFHGLGRHOPD\R %5$6,/0,1,67e5,2'$('8&$d­26(&5(7$5,$ '( ('8&$d­2 %È6,&$ 2ULHQWDo}HV &XUULFXODUHV SDUD R (QVLQR 0pGLR ± /LQJXDJHQV &yGLJRV H VXDV 7HFQRORJLDV%UDVtOLD0(& 9(/$648(= 0DULVRO \ $/21=2 7HUHVD 'HVDUUROOR \ WUDQVIHUHQFLD GH HVWUDWHJLDV GH SURGXFFLyQ HVFULWD 'HYHORSPHQW DQG WUDQVIHUHQFH RI ZULWLQJ VWUDWHJLHV 5HY VLJQRV >RQOLQH@  YRO QR S 'LVSRQLEOH HQ ZZZVFLHORFOVFLHORSKS"VFULSW VFLB DUWWH[W SLG 6 OQJ HV QUP LVR! $FFHGLGRHOPD\R

La Autora /LFHQFLDGDHQHVSDxRO\SRUWXJXpVSRU8630HVWUHHQ(GXFDFLyQSRUOD)DFXOGDGHGH(GXFDomRGH863 

'RFWRUDHQ(GXFDFLyQSRUOD)DFXOGDGHGH(GXFDomRGH863 

3RVWGRFWRUDHQ(GXFDFLyQSRUOD)DFXOGDGHGH(GXFDomRGH8638QLYHUVLGDGGH0XUFLD (VSDxD  

'RFHQWHGHOD)DFXOGDGHGH(GXFDomRGH863GHVGH $FW~DHQHOiUHDGHIRUPDFLyQGHSURIHVRUHVGHHVSDxROHQHOFXUVRGH/LFHQFLDWXUDHQ/HQJXD(VSDxRODGHOD)(863 (VWiYLQFXODGDDOSURJUDPDGH3RVJUDGRGH)(863\GLULJHLQYHVWLJDFLRQHVUHODFLRQDGDVDODIRUPDFLyQGHSURIHVRUHVGH(/(\GH 3RUWXJXpV/HQJXD([WUDQMHUD 3/( DORVHVWXGLRVFRQWUDVWLYRV\DODHQVHxDQ]D\DSUHQGL]DMHGH(/(\3/( (VDXWRUDGHGLYHUVRVDUWtFXORVGHLQWHUpVDFDGpPLFRFRDXWRUDGHPDWHULDOHVGLGiWLFRV\GHDSR\RSDUDODHQVHxDQ]D\DSUHQGL]DMHGH (/(\FRODERUDGRUDGHO0(&HQODV2ULHQWDo}HV&XUULFXODUHVSDUDR(QVLQR0pGLR (VOtGHUGHO*UXSRGH3HVTXLVD(QVLQRH$SUHQGL]DJHPGH(VSDQKROFHUWL¿FDGRSRUHO&13T8631XHYDV5XWDV±'LVDO

40 | Nu evas R u t a s® Di s a l


Enfoque por competencias orientado a la acción

Los 15 puntos fuertes de PASAPORTE 1-Sigue con rigor los Niveles de referencia. (Plan Curricular del Instituto Cervantes) 2-Sigue los planteamientos y recomendaciones del Marco común europeo y es el único manual que recoge y desarrolla el aprendizaje dentro de los ámbitos de la lengua. 3-Desarrolla cada competencia hasta llegar a la acción. 4- Presenta textos y documentos reales. 5-Presta una especial atención a la sociolingüística 6- Trabaja la gramática y el léxico de forma inductiva. 7- Conduce con rigor la secuenciación didáctica de cada ámbito hasta la acción final. 8- Introduce al estudiante en una auto-evaluación seria gracias a un portfolio interactivo. 9- Fija y sistematiza los contenidos desarrollando la autonomía del alumno a través del “Laboratorio de lengua”al final de cada módulo.

Para más información entre en contacto con: Sara Ganimian Tcharkhetian | Apoio Pedagógico Espanhol apoioped.espanhol@disal.com.br | Fone: 11 3226-3102

10- Integra la cultura del mundo hispano y en el nivel B1 hace una propuesta original “...y si vas a América”. 11-Ofrece material complementario gratuito on-line Para el alumno: webquest, blogs, actividades multimedia Para el profesor: Acciones y tareas,pruebas y exámenes, ideas para la preparación de clase, actividades multimedia, correspondencia entre el “AVE” y los ejercicios de Pasaporte, propuestas de programación de clase. 12-Explica y prepara a los DELE B1 Y B2 CON PROPUESTAS DE PRUEBAS. 13-Introduce al mundo de la Pizarras electrónicas (PDI) con un material complementario (salida febrero 2011). 14- Hace hincapié en la diferencia cultural en los dos DVD . 15- Propone más material fotocopiable al profesor en la Guía didáctica.

myata.com.br

PASAPORTE ELE


Nouvelles Routes

par Yves-Claude Asselain

DÉCOUVRIR SES PROPRES STRATÉGIES D´ACQUISITION Le professeur de langue dispose aujourd´hui d´une multiplicité d´outils

Deuxième exercice

pour l´aider dans son enseignement. Comment choisir et utiliser au mieux ces différents supports en fonction de la personnalité de ses élèves, voilà la

Consigne :

question qui se pose actuellement au didacticien. Pour y répondre, il convient

Ceci est un calcul à faire mentalement (et rapidement). N´utiliser ni

préalablement de mieux connaître les différents profils d´apprenants et

calculette, ni stylo, ni papier.

les stratégies d´apprentissage qui leur conviennent. Face à la nouveauté...

Prendre 1 000 et y ajouter 40.

comment réagissons-nous ? Comment l´intégrons-nous ? Et dans le

Ajouter 1 000.

champ de la didactique du français langue étrangère (FLE) apparaissent

Ajouter encore 30 et à nouveau 1 000.

immédiatement de nombreuses questions : peut-on apprendre ? Comment

Ajouter 20. Ajouter 1 000, puis 10.

apprend-on ? Pourquoi y a-t-il un écart entre les individus (interpsychique)

Quel est le total ?

et chez la même personne des variations importantes (intrapsychique) selon les domaines étudiés ?

Ces deux exercices posent « problème » et permettent à deux ou trois observateurs « extérieurs » de facilement repérer des « signes de surface »

Apprendre engage tout l´être

(mimiques, grimaces, regards, onomatopées, soupirs, mouvements du corps, etc.) qui sont le reflet d´un itinéraire, d´un procesus d´apprentissage,

Pour apporter quelques éléments de réponse à ces questions, il faut donc

d´un cheminement, de stratégies, d´étapes. Finalement, cette réflexion

s´interroger sur l´apport des neurosciences dans « l´acte d´apprendre ».

collective et ce travail « sur soi » des enseignants (certains ne « trouvent »

Plusieurs exercices sont ainsi proposés afin de provoquer chez chaque

pas la solution, se trompent, sont persuadés d´avoir la bonne réponse,

enseignant une réflexion individuelle sur ses propres stratégies d´acquisition

se sentent « nuls », n´osent pas avouer leur erreur, affirment que cela n´a

et de les confronter à celles de ses collègues. Au regard de la taille de cet

aucun intérêt, etc.) les confrontent à leur propre démarche cognitive et

article nous ne donnerons que quelques exemples mais le lecteur pourra

leur permettent de s´interroger sur leurs attitudes/réactions en classe face

facilement enrichir ce répertoire.

« aux signes de surface » de leurs propres élèves (qui reproduisent, on l´aura compris, des « signes » identiques !).

Premier exercice

« En effet, malgré l´énergie, le temps et les efforts considérables consacrés par les enseignants et les apprenants, le fossé reste souvent profond entre

Consigne :

les attentes et les réalisations. L´une des raisons de ce fossé est qu´en deçà

Reliez les neuf points suivants en 4 lignes (ou traits) sans lever votre crayon.

de la question « comment mieux enseigner ? » se pose la question « comment apprend-on ? » (1, cf. bibliographie).

Comment fonctionne notre cerveau ?

En ce domaine également il sera facile en se reportant, entre autres, à la bibliographie et aux suggestions de lecture, d´approfondir ses connaissances.

Premier exemple :

Le mécanisme d´autorégulation du cerveau, d´après Karl Pribram (1) : (Les solutions des exercices sont à la fin de l´article)

42 | Nou vel l es Ro u t e s® Di s a l


Nouvelles Routes

par Yves-Claude Asselain

Notre cerveau aujourd´hui

Figure :

Premier schéma Notre cerveau aujourd’hui

entrée (input)

sortie (output)

<<boîte noire>>

Deuxième schéma prise d’information

vérification

sortie

rétroaction

forctionnement

proaction

rétroaction

Question : Face à ces deux manières de présenter les caractéristiques des deux hémisphères (Tableau ou Figure), quelle est celle qui vous « parle » le

interprétation

mieux ? Pourquoi ? Comment expliquez-vous que certains ne vont pas faire le même choix que vous ? Question : Quels liens y a-t-il entre le cerveau et l´acquisition ? La figure sera plus accessible que le tableau aux personnes qui préfèrent une Dans le premier schéma, l´acquisition est considérée comme étant la

information imagée : à partir de cette expérience apparaîtront la nécessité

différence entre l´entrée et la sortie. Ce schéma est l´illustration de la

et le bénéfice de donner l´information à l´apprenant et sous une forme

« pédagogie de l´impatience » et ne convient pas pour deux raisons. D´une

verbale et sous une forme imagée. Ceci est une leçon essentielle à retenir

part, lorsque le cerveau est en contact avec des stimuli extérieurs, il s´agit

de la spécialisation hémisphérique, à savoir la complémentarité des deux

beaucoup plus d´une « prise » d´information (intake) que d´une entrée

hémisphères et non leur opposition.

passive (input) : en effet, les organes des sens sont des filtres comme le langage, la motivation ou la démotivation, les expériences passées, les

On abordera alors les recherches qui ont mis en évidence que certaines

projets futurs et bien d´autres facteurs, stimulants ou inhibiteurs. En second

personnes se caractérisent par une approche globale des informations,

lieu, l´organisation du cerveau est davantage celle d´un servo-mécanisme,

procèdent par analogie et parviennent rapidement à une vision d´ensemble,

fonctionnant par un double processus de rétroaction (feedback) et de pro-

alors que d´autres au contraire ont tendance à appréhender les choses

action (feedforward). Le second schéma, adapté de Karl Pribram, rend

de façon séquentielle, ces dernières passant d´une information à l´autre

beaucoup mieux compte de la propriété d´autorégulation, qui est l´une des

en s´accrochant davantage aux détails. On reviendra également sur les

caractéristiques de notre cerveau.

caractéristiques de chacun des deux hémisphères. Ainsi, l´hémisphère gauche gère les activités liées au langage et se caractérise par un traitement verbal des informations, centré sur les détails : c´est le siège de

Deuxième exemple :

la pensée logique et rationnelle (calcul / écriture / parole ; catégorisation / discrimination / sélection / compréhension sémantique). L´hémisphère

Deux hémisphères, deux gestions (1) :

droit est celui de la pensée intuitive et créatrice ; il correspond à un mode de Tableau : Représentation linéaire des 2 gestions hémisphériques

pensée non verbale, visuelle et synthétique (gestion des relations spatiales

____________________________________________________________________

et des émotions ; perception périphérique/orientation spatiale ; perception

Hémisphère gauche

et expression des émotions). Selon que l´un et l´autre hémisphère « domine »

Hémisphère droit

chez un individu, il sera donc plutôt « visuel » (hémisphère droit) ou détecte les caractéristiques, détails,

intègre, organise en structure,

composantes, catégories

ensemble

analyse

synthètise, met en relation

traite en séquence, en série

traite simultanément

« auditif » (hémisphère gauche).

Des apports trop souvent ignorés

découpe le temps linéairement

perçoit les relations dans l´espace

Le statut de « l´erreur » est à ce titre un excellent point de départ car situé

code/décode les langages : verbal,

code/décode les analogies,

au centre de la « relation pédagogique » enseignant/enseigné. L´erreur est

maths, musique, etc.

métaphores,images, mélodies, etc.

en effet le principal « signe de surface » reconnu par le professeur comme

le sens : A, a

la forme : A, a

éclairant le processus d´acquisition.

Nouvelles Routes® Di sal | 4 3


Nouvelles Routes

Plusieurs pistes peuvent être explorées pour aborder ce vaste thème. On

par Yves-Claude Asselain

Solution des exercices :

notera que la littérature en ce domaine est des plus riches sans pour autant que les recommandations préconisées par les auteurs soient réellement et

1.

C´est en prolongeant les droites assez loin hors du carré que l´on

2.

Le résultat n´est pas 5 000 mais 4 100.

toujours appliquées dans la salle de classe. En premier lieu, la question suivante peut être posée : « En tant qu´enseignant

résout le problème.

de FLE, donnez une définition de « l´erreur ». Où l´on s´aperçoit, bien évidemment, qu´elle varie d´un individu à l´autre ! Puis on proposera dans

Bibliographie.

un deuxième temps, la définition donnée par Daniel Descomps : « L´erreur est un processus non conforme au contrat » (2). Définition qui révèle une fois

1.

de plus l´idée que l´erreur est bien « une production de sens en mouvement » liée à la construction d´une interlangue toujours originale car individuelle. Un autre axe de réflexion autour de « l´erreur » serait la conclusion d´une

d´Organisation. 2.

Éducation.

[...] la faute est d´abord presque toujours, et positivement, un signe 3.

bénigne ou sérieuse, du processus d´apprentissage et du système intériorisé.

Tout le monde s´accorde à dire qu´il faut aller au-delà des « signes de

applications, p. 49-56. 4.

5.

en classe. On voit bien que de nombreuses applications sont déjà mises en place (4,5) mais elles nécessitent certainement un développement si l´on

Mavromara, C., « Pratiquer l´évaluation formative », Le français dans le monde, n° 284, p. 57-59.

surface » -et « l´erreur », comme on l´a vu, n´en est qu´un !- et qu´il est recommandé de recourir, entre autres, aux apports de la neuropédagogie

Stirman-Langlois, M., (1995), « Discours écrits des apprenants et pédagogie de la faute », Le français dans le monde, Recherches et

Il ne suffit souvent donc pas de faire disparaître la faute de surface pour « guérir » le processus qui conduit à la faute » (3).

Descomps, D., (1999), La dynamique de l´erreur, Paris, Coll. Pédagogies pour demain, Nouvelles approches, Hachette,

recherche menée par Martine Stirman-Langlois : « D´une manière générale, d´apprentissage, elle est aussi le « symptôme » qui renvoie à une affection,

Trocmé-Fabre, H., (1987), J´apprends, donc je suis, Paris, Édit.

Van Der Heyden, M. N., “La correction personnalisée », Reflets, n° 25.

6.

Jacquard, A., (1983), Moi et les Autres, Paris, Seuil.

veut, par exemple, que « les exercices demandés aux apprenants ne soient pas trop souvent choisis pour la facilité du contrôle et non pour leur rôle dans la progression de l´apprenant » (1).

Autres suggestions de lecture :

Surtout, il est essentiel d´aider l´élève à prendre conscience non seulement

Robert J.-M., (2009), Manières d´apprendre. Pour des stratégies d’apprentissage

des techniques qu´il emploie lui-même pour apprendre mais aussi celles

différenciées, Paris, Coll. F, Hachette.

que peuvent utiliser ses camarades. Il doit être en mesure de découvrir

Rubrique Formation, Le point didactique, 2001, Le français dans le monde,

ses propres stratégies de réussite et d´échec mais aussi être capable de

n° 317, p. 42-48.

développer d´autres stratégies que celles dans lesquelles il s´enferme trop

Cyr, P., (1998), Les stratégies d´apprentissage, Paris, Coll. Didactique des

souvent.

Langues Étrangères, CLÉ International.

Il est en effet démontré que les élèves qui réussissent le mieux sont ceux

Meirieu, P., (1987), Apprendre... oui, mais comment ?, Paris, Éditions ESF.

qui sont capables d´adapter leur stratégie d´apprentissage en fonction des circonstances et de la tâche à accomplir. Il doit finalement devenir « coauteur de lui-même » (6).

Ceci pourrait d´ailleurs fort bien s´appliquer à chacun d´entre nous.

L´auteur

Yves-Claude Asselain a été directeur d´Alliances françaises en Andalousie (Malaga), en Equateur (Quito) et au Mexique (Guadalajara). Il a également exercé les fonctions d´Attaché de coopération linguistique en Equateur (Ambassade de France) et d´Auditeur senior pour le compte du Centre International d´Etudes Pédagogiques (Sèvres/Paris). Il est actuellement et depuis septembre 2009, directeur du Département Culturel et des Partenariats et responsable des examens et certifications au sein de l´Alliance française de São Paulo.

44 | Nou vel l es Ro u t e s® Di s a l


Nouvelles Routes

par Murielle Jeffroy

%##+$ '+(* ($($0 ) 1

1

1

LE NOUVEL

ĂŠdito Niveau B2

  

  

 

LE NOUVEL

  

      

   

ĂŠdito

 

  

CD





 

 



                

  



 

 

 



  

 

Niveau B2

   



  



  

    

 

  

  

  

 

  

      

   

 

  

CD 

  







 

 



  

                



 



  

   

 

 

 

  

    

 

  

* *+)

 &%&

$%+,"1 *%

        

    

   

,$%!"#"#%#*"!" $ $#"#"# ##'$ $! ,!# ,!*!#$ !-

, "$#"$## $" ,#!%!"*"*#" #$!""#& ,  $""%! , "#%#*"##!" $ $!#'+#!"$"$!"

,*#!# $# '-$# ,*$%!#"!*#*" "$#$!"!)""# !" ,  $%$ "#("$*" *#!*#

1 3$&.180e5,48( 3$&.180e5,48( 3285/$ &/$66( 3285/$&/$66(

1 3$&.180e5,48( 3$&.180e5,48( 3285/$&/$66( 3285/$&/$66( 3RXU7%, HWYLGpRSURMHFWLRQ 3RXU7%, HWYLGpRSURMHFWLRQ                                  

3RXU7%, 3RXU7%, HWYLGpRSURMHFWLRQ HWYLGpRSURMHFWLRQ                               

  

,

 , 1% $"+) %$&#

&1 "

$%*!#

%$&#

$ #.,%)%+(),")!)$+#1( '+)&%+("")) 1  /    -#*!#*$" ,( (+ %!#$*! $ '%*!#!$!$, +( "#$*$*("))+&&%(*) $(  ("%+()*)+) *("2**$* %$)&&($$*)

Pour plus de renseignements, contactez-nous:

Glauco EscĂłrcio de Carvalho Apoio PedagĂłgico de FrancĂŞs apoioped.frances@disal.com.br

www.disal.com.br Fone: 11 3226-3100

---  (3%#


Eventos

Disal Promoting Teacher Development

São Paulo

SEXTA-FEIRA

22

OUT

Apoio

23

24

sexta-feira

11h às 12h30 Palestra: Transformando o “Vou Pensar...em Vou Fazer Minha Matrícula” Palestrante: Cláudia Maria de Oliveira

9h às 10h30 Palestra: Gestão Pedagógica – O papel do coordenador Palestrante: Christian Rocha Coelho

22/10/2010

21

20

Convidados: Diretores e Coordenadores de Instituições de Ensino

16h às 17h30 Palestra: From Singing to Speaking Palestrante: Carlos Gontow

14h às 15h30 Palestra: Technology as a catalyst for learning Palestrante: Daniel Martin

Recepção pção ção ã dos d participantes par i ipa parti ipan i 30. Agradecemos a às 8h30. ualidade. alidade. Os lugares lugare não pontualidade. cchidos serão realocados realo o preenchidos list para as pessoas em lis lista de espera. Os certificados serão entregues ao final de cada período.

Convidados: profissionais do ensino de inglês em escolas de ensino fundamental e médio, institutos de idiomas e universidades. Professores particulares. Estudantes de letras (inglês) Local: Disal Barra Funda – São Paulo - Av. Marquês de São Vicente, 182 – Barra Funda Inscrições: www.disal.com.br – eventos@disal.com.br – fone: 11 3226-3100

Disal Promoting Teacher Development

Porto Alegre

08

09

10 SET

Apoio

11

12

sexta-feira

10h às 12h Palestra: Native-like Fluency - Break the Branch? Quebrar o Galho

10/09/2010 SEXTA-FEIRA

Convidados: profissionais do ensino de inglês em escolas de ensino, fundamental e médio, institutos de idiomas e universidades. Professores particulares. Estudantes de letras (inglês)

14h às 15h30 Palestra: Unlocking a good book – the key to extensive reading

PALESTRANTE

Jack Scholes

16h às 17h30 Palestra: Teaching Slang Rocks! Os certificados serão entregues ao final da ultima Palestra

Local: SOGIPA – Anfiteatro – Rua Barão de Cotegipe, 400 – Higienópolis – Porto Alegre - RS Inscrições: www.disal.com.br – disalportoalegre.floresta@disal.com.br – fone: 51 3311-8000 / 51 3311-9777

Data

Horário

10/09 10/09 17/09 17/09

10h00 às 12h00 14h00 às 16h00 10h00 às 11h30 14h00 às 16h00

01/10 01/10

10h00 às 12h00 14h00 às 16h00

15/10

9h00 às 10h30

15/10

11h00 às 12h20

15/10

14h00 às 16h

29/10 29/10

10h00 às 11h30 14h00 às 16h00

São Paulo - Inglês, Espanhol, Francês e outros idiomas Evento

Palestrante

Seven - The Lexical Approach: Teaching Collocations UP Language - International Certifications – Purposes & Acronyms Centro Britânico - Story Telling – Pleasant Moments in ELT Disal Editora - Sequências didáticas e abordagem comunicativa: algumas idéias em torno do Fale Tudo em Francês Helbling - Young learners – keeping them engaged and motivated Edelsa - Los recientes aportes de la Nueva Gramática Española para las clases de ELE Teacher´s Day by Pearson Longman - Parents involvement in teaching English to children: a powerful tool! Teacher´s Day by Pearson Longman - Reading: a link between your students and the world Teacher´s Day/ one2one by Pearson Longman - Technology in language teaching: the future is now! Centro Britânico - Planning Effective Listening Activities UP Language - Implementing the Lexical Approach – Is it possible?

Higor Cavalcante Alan Amorim Fernanda Fany Oliveira Nancy Alves Jack Scholes Profª Teodora Rodriguez M. Freire Lilian Leventhal Vinicius Nobre Carmen Castellani Nilce Chaud Alan Amorim

Local: Disal Barra Funda - São Paulo - Av. Marquês de São Vicente, 182 - Barra Funda Inscrições: www.disal.com.br - eventos@disal.com.br - fone: 11 3226-3100

Data

Horário

23/10

14h00 às 16h00

Ipatinga - MG - Inglês Evento

Palestrante

Disal Editora - Unlocking a good book – the key to extensive reading

Jack Scholes

Local: UNIPAC Ipatinga – Auditório – sala 424 – Rua Salermo, 299 – Bethania – Ipatinga - MG

Inscrições: www.disal.com.br - disalbelohorizonte@disal.com.br - fone: 31 3275-2098

46 | New R ou tes ® Di s a l

Arrecadação Campanha Solidária


Eventos

Curitiba Palestrante: Jack Scholes 09h às 10h45

Palestrante: Anouchka de Oliveira

Native-like Fluency - Break the Branch? Quebrar o Galho

11h às 12h

09h15 às 10h45

Gems of Wisdom – Information and Transformation

14h às 15h30

11h00 às 12h30

Unlocking a good book – the key to extensive reading

15h45 às 17h15

17/09/2010 - sexta-feira

Teaching Slang Rocks!

Les nouveaux outils interactifs au service de la classe de langue: Réflexions et illustration avec support TBI et méthodes numérisées pour adolescents

Palestrante: Martín Ernesto Russo 14h00 às 15h30

Pizarra electrónica y Webquests en cursos para jóvenes: por qué, para qué y cómo utilizarlos

15h45 às 17h15

Un viaje sonoro por el español: el uso de radios digitales y podcasts en la clase de ELE

Les nouveaux outils interactifs au service de la classe de langue: Réflexions et illustration avec support TBI et méthodes numérisées pour adultes

Convidados: profissionais do ensino de idiomas em escolas de ensino, fundamental e médio, institutos de idiomas e universidades. Professores particulares. Estudantes de letras. Os certificados serão entregues ao final da última palestra.

Local: Alta Reggia Plaza Hotel - Salas Alta Reggia e Araucaria - Rua Dr. Faivre, 846 - Centro - Curitiba - PR Inscrições: www.disal.com.br | eventos@disal.com.br | fone 11 3226-3100

Florianópolis Palestrante: Jack Scholes 09h às 10h45 11h às 12h 14h às 15h30 15h45 às 17h15

Palestrante: Anouchka de Oliveira

Native-like Fluency - Break the Branch? Quebrar o Galho

09h15 às 10h45

Gems of Wisdom – Information and Transformation Unlocking a good book – the key to extensive reading Teaching Slang Rocks!

24/09/2010 - sexta-feira

11h00 às 12h30

Les nouveaux outils interactifs au service de la classe de langue: Réflexions et illustration avec support TBI et méthodes numérisées pour adolescents Les nouveaux outils interactifs au service de la classe de langue: Réflexions et illustration avec support TBI et méthodes numérisées pour adultes

Palestrante: Pedro Navarro 14h00 às 15h30

Pizarra electrónica y Webquests en cursos para jóvenes: por qué, para qué y cómo utilizarlos

15h45 às 17h15

Un viaje sonoro por el español: el uso de radios digitales y podcasts en la clase de ELE

Convidados: profissionais do ensino de idiomas em escolas de ensino, fundamental e médio, institutos de idiomas e universidades. Professores particulares. Estudantes de letras. Os certificados serão entregues ao final da última palestra.

Local: Cambirela Hotel – Salas Managé e Igara 2 – Av. Max Schramm, 2199 – Estreito – Florianópolis - SC Inscrições: www.disal.com.br – eventos@disal.com.br – fone: 11 3226-3100

Data

Local

Eventos em outras Localidades Evento

17/09

São João del Rey - MG

XI workshop para professores de Inglês - Cultura Inglesa

18/09

São Paulo - SP

24/09 25/09 30/09 a 02/10 08/10 15 e 16/10 06/11

Sorocaba - SP Araraquara - SP Vitória - ES Manaus - AM Taubaté - SP Gurupi - TO

XVIII Seminario de Dificultades Específicas Colégio Miguel de Cervantes 5th English Seminar XXIV Spring Conference XX Encontro da APIES Braz-Tesol Chapter One-day Seminar V EPIVA APLITINS Seminar

Informações e incrições 32 3371-7035 atendimento@culturainglesasjdr.com.br

cibele.alonso@cmc.com.br SENAC Sorocaba - (15) 3412-2500 www.apliesp.org.br neise.cunha@terra.com.br lagoandreza@yahoo.com culturainglesataubate@uol.com.br oliveiraquirino@gmail.com

CONSULTANTS

Para mais informações e atualizações dos eventos, acesse o site: www.disal.com.br Para incluir seu evento nesta página, escreva para eventos@disal.com.br

New Routes® Di sal | 4 7


Article

ISBN 978-85-7844-052-7 360 págs. ˘ 17 X 24 cm

ISBN 978-85-7844-053-4 328 págs. ˘ 16 X 23 cm

ISBN 978-85-7844-056-5 264 págs. ˘ 14 X 21 cm

ISBN 978-85-7844-048-0 128 págs. ˘ 14 X 21 cm

ISBN 978-85-7844-041-1 288 págs. ˘ 14 X 21 cm

ISBN 978-85-7844-054-1 128 págs. ˘ 14 X 21 cm

ISBN 978-85-7844-050-3 304 págs. ˘ 16 X 23 cm

ISBN 978-85-7844-055-8 192 págs. ˘ 14 X 21 cm

Conheça a Disal Editora e seus títulos: www.disaleditora.com.br New Ro ut es® Dis a l | 47 Televendas: (11) 3226-3111 – E-mail: comercialdisal@disal.com.br


Foleavel