Comentários:
1 – Gimenez
A autora analisa o ensino de LE de uma perspectiva macro que inclusive está expressa nos Parâmetros Currículares Nacionais, a cidadania. O papel fundamental da LE na formação da cidadania. Primeiro ela adentra seu texto com conceito de cidadania e das multiplas definições a que podemos chegar, logo depois ela aponta alguns teóricos que analisam cidadania na perspectiva da formação discursiva, para então explicitar o papel da educação como constituinte base para a cidadania e isso se dá também no âmbito da linguagem.
Expõe as diferenças entre educandos com perspectiva liberal porém não participativos aos assuntos da comunidade, a auxiliar os estudantes a pensar na pluralidade bem como explicita as diferenças entre debate e deliberação. Para a autora o ensino de LE favorece a participação no processo discursivo. A abordagem sobre bens comuns também faz parte do opinar, segundo a autora. Ela ainda salienta que uma das formas plural de educar está em deixar por conta do educando o papel de questionar a construçao de conhecimento. A proposta do trabalho de Gimenez é que o professor de LE, ensine, mas com o foco voltado também para a construção da cidadania, uma cidadania não aquela idéia arcaica que a autora explica no início, mas uma cidadania que por meio da aprendizagem de LE as pessoas o acesso de possibilidades bem mais amplas de cidadania do que nós ou as definições dos dicionários preconizam.
2- Formação de professores de inglês no Brasil
O texto começa discorrendo sobre o início da discussão sofre a formação de professor em LE no Brasil, algo que começou por volta dos anos 90. Mas em seu decorrer o texto cai numa velha discussão de aulas de estágio como de línguas inclusive sobre os diversos motivos pelos quais alguém se forma professor de LE, um deles é a facilidade de obtençao de diploma em licenciatura devido ao baixo nível de matrículas, outro ponto discutido é a frustração que o formado se depara ao encarar a sala de aula, além da necessidade de detectar a realidade das escolas para tentar resolver a dicotomia teoria versus prática. A autora ainda pontua sobre o mito em relação a ser professor no Brasil: é preciso ter vocação, quando perguntado sobre o porque ter se formado em licenciatura para dar aulas de inglês as palavras de respostas estão sempre relacionadas aos sentimentos como por exemplo paixão, devoção, dom e etc. Mais tarde a autora salienta o porquê ca escolha do ensino de inglês no currígulo, pois é uma lingua global e o processo para que ela obtivesse esse status não aconteceu por acaso. O ensino formal de inglês no Brasil é visto como sem importância, não há status, nem glamurização desse ensino na escola, nem pelo próprio professor da disciplina, nem por seus colegas de docência.
Enfim o texto aborda questões muito pertinentes já estudas e constantemente discutidas como por exemplo a motivação para se tornar professor de LE, o ensino da lingua estrangeira numa perspectiva mais instrumental e técnica e não com vistas a obter a cidadania dos estudantes, a contradição de se ensinar uma língua a qual não se tem domínio atrelado a isso têm-se o mito de que não há como aprender lingua estrangeira no ambito da escola regular entre outros pensamentos pertinentes para discussão em sala de aula inclusive. É interessante observar durante a pesquisa da autora que o próprio docente não ve em sua prática um poder social e reflexivo.
A autora finaliza que aos cursos de graduação fica o grande desafio de constituir um sujeito preparado, motivado e autônomo para a profissão que vai exercer e que é preciso que a formação do professor de inglês seja revista para que crenças e práticas possam ser reelaboradas.
(1º) First class 24/03/2010
The teacher asked the students about their home work. She used the roll call to guide her.
The students had about 11 to 13 years old. The class has many windows, the conditions for study are very good. The teacher spoke in both languages.
The teacher started the class with a joke, a kind of warmer: hangman. The students said letters in Portuguese but the teacher forced them to speak in English.
The teacher asked the students to open their books, there was some pictures and she asked about their occupations. She gave 10 minutes to the students to make the activity, they had to complete some sentences in the book.
The teacher made the correction. She passed in each table in order to help the students. The students sat in pairs to make the activity about vocabulary. At last she corrected with the whole class.
(2º) Second class 24/03/2010
The class stopped because of a manifestation and it was not possible to speak and listen to nothing but the speech of the manifestation. The teacher stopped to speak and the students paid attention on the speech.
The car went away and the teacher made the roll call. The teacher passed an activity to the students for home work.
- Sumarizing:
|
Topics |
Comments |
| 1. All instructions were clear. | Not sure. The content seemed a bit comple to the students and the instructions cofusing. |
| 2. The class understood what was wanted at all times. | Not sure. Some students did not pay attention because of their other interests. |
| 3. Every student was involved at some point. | Not sure. Most of them were interested in every activity made in class, but others were not. |
| 4. Students were interested in the lesson. | Not sure. Some students were, some others were not. |
| 5. The teacher made sure all students understood. | Not sure. I did not saw her summarizing the points taught at the end of the class. |
| 6. Materials and learning activities were appropriate. | Yes. Besides the book the teacher gave to students some extra materials with texts and activities. |
| 7. Class atmosphere was positive. | Yes. The students most of the time paid attention and the teacher showed much energy with them. |
| 8. The pacing of the lesson was appropriate. | Yes. The teacher well planned her class and divide it in order to attend each point. |
| 9. There was enough variety in the lesson. | Yes. The students could practice some skills with different activities in different situation. |
| 10. There was the right amount of teacher talk. | Yes. Most of the time the teacher dominates the talk in the class. |
| 11. Error correction and feed back were appropriate. | Not sure. She did not corrected every time but corrected enough. |
| 12. There was genuine communication. | No. Most of the activities did not produced genuine communication. The students repeated and completed the activities on the book. |
| 13. The teacher was skilled at organising group work. | Yes. The group even in pairs the activities was well organized. |
| 14. Explanation of points of language were clear. | Not sure. The language points properly was not taken. But about grammar and vocabulary the teacher made it clear. |
(3º) Third class 31/03/2010
First, the teacher made the roll call after that she corrected some activities from the previous class, during this activity she helped two students to listening to it. After that she asked to each student to read a part of the text aloud, some moments she went chair by chair in order to help the students to read the text, but they read very low.
The teacher wrote on the board some words and after read it all with the students, she made some gap activities about the text comprehension. After that she made the correction. These first activities took a lot of time from the class and the students seemed a bit agitated.
(4º) Fourth class 31/03/2010
The whole activity in the previous class was to introduce the new unit of the book, but some students did not stopped to talk, and they were talking aloud, laughing every time and the teacher had to separate them.
She passed listening activity, she took the cd from the book, also a mini system and passed the record to the students listen to. But every time they follow this same talked texts wrote in the book.
She asked them wrote some sentences related to the story from the book on their notebooks, at this time I thought the management of the class coordinated by the teacher was very good, she organized everybody and had the instructions very clear.
Finally she divided the class in two groups in order to make another activity it was an extra one, this time had a little bit of mess because the students become once again very agitated. But the activity was like that: the student picked a paper with some situation and this student had to imitate the situation, the other students of the group had to guess what it was. They had not time to finish it.
- Sumarizing:
|
Topics |
Comments |
| 1. All instructions were clear. | Yes, the teacher followed the book, knew how to explain the activities and the content. |
| 2. The class understood what was wanted at all times. | Not sure. Some students were not paying attention. |
| 3. Every student was involved at some point. | Not sure. Not everybody but most of them. |
| 4. Students were interested in the lesson. | Yes, they made the activities and participated most of the time. |
| 5. The teacher made sure all students understood. | Not sure. She did not make questions, she did not try to know if they learned. |
| 6. Materials and learning activities were appropriate. | Yes. She followed the book, used the CD, and gave some extra activities. |
| 7. Class atmosphere was positive. | Not sure, some of the students were sleeping. |
| 8. The pacing of the lesson was appropriate. | Yes. She corrected the previous exercise and introduced a new unit from the book. |
| 9. There was enough variety in the lesson. | Yes. Some skills were remembered as listening, reading, vocabulary, writing and so on. |
| 10. There was the right amount of teacher talk. | Yes. The teacher is the one in the class who talks more. |
| 11. Error correction and feed back were appropriate. | Not sure, but most of the time she tried to do so. |
| 12. There was genuine communication. | No, the students just made activities from the book. Genuine communication just happened in Portuguese. |
| 13. The teacher was skilled at organizing group work. | Yes. She worried about the position of the students in the class |
| 14. Explanation of points of language were clear. | Yes, she explained everything very well and understandable. |
(5º) Fifth class 07/04/2010
First, the teacher wrote on the blackboard the content of the tests they would have in the next class, contents of oral and writing test: ocuppations, health problems, some verb grammar and so on. After doing that made the roll call, there was 21 students in class.
Once more her first action was to correct some activities from the previous class, she showed everything to the students and said the number of the page of the book. She used a lot the black board and also orally in order to explain the contents to the students, she made a brief revision during this class. Most of the explanations were in Portuguese.
(6º) Sixth class 07/04/2010
The teacher started to revise occupations by showing some pictures from the book and asking the students what was that occupation, she wrote the names on the blackboard. Finally she revised each point of the content, about five which would be in their test.
After that she made some fixing exercises all of them were wrote in the notebook of the students or in their books. The teacher gave about five, six minutes for them to read the extra exercises and write it in the paper.
All the students made the exercises, wrote and after doing that they went one by one to show the notebook to the teacher have a look, at the end of the class they handed one another activity from the previous class.
- Sumarizing:
|
Topics |
Comments |
| 1. All instructions were clear. | Yes, she instructed very well the revision. |
| 2. The class understood what was wanted at all times. | Yes, some had problems some times, but it was normal, not everybody wants to participate. |
| 3. Every student was involved at some point. | Not sure. Most of them were interested in the class, but others were not. |
| 4. Students were interested in the lesson. | Not sure. In some lessons they had interested, mainly that one which they had to move. |
| 5. The teacher made sure all students understood. | No. She just talked and did not asked or summarized the points explained. |
| 6. Materials and learning activities were appropriate. | Yes. Besides the book the teacher gave to students some extra materials with texts and activities. |
| 7. Class atmosphere was positive. | Yes. The students most of the time paid attention and the teacher showed much disposition with them. |
| 8. The pacing of the lesson was appropriate. | Yes. The teacher planned to make a revision, she made and explained each point. |
| 9. There was enough variety in the lesson. | Not sure, in this class they just wrote a lot, they almost did not talk a lot. |
| 10. There was the right amount of teacher talk. | Yes. She dominated the speech every time. |
| 11. Error correction and feed back were appropriate. | Not sure. She did not corrected any time, just explained. |
| 12. There was genuine communication. | No. I observed, in this classes in CEPAE, genuine conversation just happened in Portuguese. |
| 13. The teacher was skilled at organising group work. | Not sure. This time she did not worried about the organization, she just talked everytime. |
| 14. Explanation of points of language were clear. | Yes. The language points was clear, as well as grammar and vocabulary the teacher made it clear. |
(7º) Seventh class 28/04/2010
Until seven, forty in the morning we (my colleagues and me) did not observed any class, we could not see the last class of the teacher we were following because she is substitute. The other teacher of CEPAE, Barbra, accepted our presence in her class.
The class had begun with the delivery of the tests they had done in the previous class, I observed that the grades are done by concept: A, B, C+ e etc. After that the teacher made a revision about the parts of the body, the students were interested and participative during this class. The teacher used the both languages in many times, I perceived she is very dynamic. The students were very excited and sometimes Barbra needed call the attention.
The first activity was a warmer, the students had to throw a ball to each other and who took it had to say a specific word of vocabulary. She reprimanded the student, in time, who made any sort of improper joke. The class was organize in a big circle in order to facilitate communication. That class was not planned as a language course class, but all the students were interested in.
The teacher wrote some sentences on the board, asked the students to read in order to force communication, but it did not work well the students does not know how to speak many things in English. Her class is very similar to university classes.
Activities in the notebook, handwriting, organization of these stuffs take some points of the total grade.
(8º) Eighth class 28/04/2010
The teacher asked them to make one activity from the book, they had to use their notebooks also to write any extra information. She passed chair by chair verifying if the students had any doubt of what should be done.
After writing the exercises, the teacher passed one listening activity also from the book she passed it two times, and this exercise took some time in the whole class. Finally they had to make one activity from the book in pairs, again the time was not enough and the students could not finish it.
- Sumarizing:
|
Topics |
Comments |
| 1. All instructions were clear. | Yes, clear tone of voice, well known the content. |
| 2. The class understood what was wanted at all times. | Yes, vocabulary and pronunciation clear, not all class did but most of them participated. |
| 3. Every student was involved at some point. | Yes everybody tried to participate in each activity. |
| 4. Students were interested in the lesson. | Yes, most of the time. |
| 5. The teacher made sure all students understood. | Yes, limited by the book or the board the teacher created new ways to pass the lessons |
| 6. Materials and learning activities were appropriate. | Yes. The teacher could used a good sort of material. |
| 7. Class atmosphere was positive. | Yes. The class was small, there were few students, they were in circle. |
| 8. The pacing of the lesson was appropriate. | Yes. The teacher made a revision to introduce another one. |
| 9. There was enough variety in the lesson. | Not sure, the whole class was more focused on vocabulary. |
| 10. There was the right amount of teacher talk. | Yes. Again, in this class who dominates the talk is the teacher |
| 11. Error correction and feed back were appropriate. | Yes. She corrected in time when errors occurred. |
| 12. There was genuine communication. | Yes but, again, not in English. |
| 13. The teacher was skilled at organising group work. | Not sure. The students sat and behavior as they wanted to. |
| 14. Explanation of points of language were clear. | Yes. The language points was clear, as well as grammar and mainly vocabulary. |
A importância das atividades de apresentação de vocabulário nas aulas de Língua Estrangeira.
Jenhiffer C. de J. Medeiros
Introdução
Durante as aulas de inglês na faculdade e durante as observações de aula no CEPAE, surgiu o interesse de abordar uma parte específica da aula de língua estrangeiras as ditas atividades de aquecimento, estas em sua grande maioria apresentam novo vocabulário aos estudantes, tendo este ponto de partida, o presente estudo se pautará no desenvolvimento da pesquisa no ambiente da escola pública, tendo como foco as atividades de apresentação de vocabulário.
Segundo Harmer (1991) atividades comunicativas são aquelas nas quais os alunos estão de alguma forma envolvidos em atividades que dão a eles o desejo de se comunicar e um propósito que os envolvem no uso variado da língua. Durante o período de observação no CEPAE, observei que as atividades de aquecimento com foco em vocabulário são de extrema necessidade para suscitar nos estudantes a motivação acima descrita por Hamer nas intenções comunicativas dentro do contexto da sala de aula. O aquecimento (warmer) normalmente está relacionado às atividades curtas, logo no início da aula, além de introduzir um novo tópico da aula, serve também para ‘energizar’ os alunos gerando um ambiente favorável à comunicação e à participação ativa dos alunos. Na apresentação o professor normalmente introduz vocabulário partindo do que o aluno já sabe, levando-o a descobrir e usar novas palavras.
O estudo de vocabulário nas aulas de línguas estrangeiras são muito importantes, pois recorrentemente o estudante tende a medir o seu progresso com base nas novas palavras que aprende, apesar de ser apenas uma parte do aprendizado é sim muito importante, pois acreditar fazer progresso em língua estrangeira, realmente tende a progredir.
Este tema também foi escolhido por ser foco nas aulas da escola pública, observando as aulas em diferentes ambientes escolares pude perceber que o professor de língua estrangeira na escola pública se apóia no ensino de vocabulário, relacionando-o consequentemente às atividades no momento da aula. Baseada nas observações e nas teorias que têm como pauta as atividades de apresentação e aquecimento do vocabulário é que introduzo o presente estudo.
Objetivos
Este projeto tem como objetivo principal analisar uma das partes mais importantes da sala de aula de língua estrangeira: a atividade as quais o foco principal será no vocabulário. A realização do projeto e a posteriori coleta de dados para o TCC será no contexto da escola pública ou provavelmente no CEPAE da UFG. A pesquisa terá como foco atividades que introduzam novo vocabulário ou que o vocabulário seja o ponto referencial para a atividade.
Outro objetivo relevante é observar como se dá a apresentação de vocabulário, como o professor realiza as atividades, quais os tipos, quando e porquê dentre outros fatores que chamaram a atenção durante a observação das aulas no CEPAE.
Notadamente as atividades que mais chamam a atenção dos alunos e consequentemente, as que mais os ‘divertem’ em sala de aula são de ‘warmer’, ou seja, quando o professor ‘aquece’ a turma para aprofundar logo em seguida o conteúdo planejado.
Metodologia
A pesquisa se dará no ambiente da escola pública preferencialmente, será realizada com os alunos, mas principalmente voltada para a prática do professor em relação as atividades que introduzem vocabulário para os estudantes. Para o início da pesquisa haverão observações do contexto escolar, entrevistas e consequentemente coleta de dados para posterior análise, realizando por fim uma pesquisa de cunho qualitativo.
Serão aplicados questionários aos alunos e ao professor afim de verificar quais as atividades eles mais gostam, quais os tipos de atividades os professores preferem realizar, além de conhecer com maior precisão esse contexto escolar, com o foco voltado para warmer, apresentação, em seguida atividades com foco em vocabulário. Pretendo realizar regência durante esse período e durante a regência colocar em prática algumas atividades que são usadas para apresentar o vocabulário aos alunos para posteriormente analisar quais são as mais eficazes e quais os objetivos alcançados.
Preferencialmente será escolhida uma turma entre o 7 e 9 ano do ensino fundamental, no período da manhã, à priori no Centro de Ensino e Pesquisa Aplicada à Educação – CEPAE, porém tendo como possibilidade realizar a presente proposta em outros ambientes escolares.
Resumindo, a pesquisa será realizada na modalidade qualitativa do tipo etnográfica por ser a opção mais estudada dês dos estudos iniciais de didática no ensino de língua estrangeira. Terá como foco as atividades de apresentação e aquecimento de vocabulário, além de ter suporte em observações, elaboração e aplicação de questionários e por fim regência para coleta e posterior análise de dados.
Cronograma
- julho/2010: leitura dos teóricos a respeito das concepções de vocabulário, leitura de textos referentes às partes da aula com foco em warmer e em apresentação, principalmente do vocabulário.
- agosto/2010: retorno as aulas na faculdade de letras, procura da escola para realizar a pesquisa de campo. Mais ao fim do mês observação das aulas na escola escolhida, confecção de questionários para professores e alunos, por fim coleta de dados das observações.
- setembro/2010: aplicação dos questionários aos professores e alunos, coleta de dados, regência se necessário à produção do Trabalho de Conclusão de Curso.
- outubro/2010: se as atividades propostas em setembro não estiverem devidamente concluídas o mês de outubro servirá para finalizá-las.
- novembro/2010: análise dos dados, confecção da primeira versão do TCC.
- dezembro/2010: revisão da primeira versão, entrega da versão final do trabalho.
*Referências
BROWN, H. D. Principles of languages teaching and learning. Prentice-Hall: Englewood Cliffs, 1994.
HARMER, J. How to teach English. Essex: Longman, 1998.
LARSEN-FREEMAN, D. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000.
RICHARDS, J. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: CUP, 2002.
UR, P. A course in language teaching: practice and theory. Cambridge: Cambridge University Press, 1996.
(*obs:. Bibliografia para ser usada na confecção do trabalho de fim de curso)
SEMI REGENCY
(16.06.10)
-
Plano de aula:
Tempo: 30min. A aula foi dividida em 3 partes para que todos os estudantes da Faculdade de Letras a fazerem semi-regência no CEPAE pudessem otimizar o tempo e participar igualmente.
Local: sala de aula do CEPAE
Nº de alunos: 20 alunos
Conteúdo: vocabulário, warmer, actions, tempos verbais
Objetivos: revisar o vocabulário dos alunos, pois eles teriam prova na outra aula; revisar e os conhecimentos, atividade lúdica feita de maneira a fazerem os estudantes participarem ativamente.
Atividades:
- Expor no quadro figuras que indiquem roupas, tempo, problemas de saúde, e por último sobre profissões.
- Conforme os alunos vissem as figuras perguntar a todos que palavra aquela determinada figura representava. Essa estratégia foi usada para retirar o conhecimento prévio dos alunos.
- Depois de todas as figuras, por volta de 30, expostas entregar aos alunos uma tabela de Bingo e solicitar que eles preencham os espaços em branco com as palavras redescobertas. No fim quem completar uma linha ou coluna ganha.
Sistematização: Essa atividade foi muito produtiva no sentido de realizar o que se propõe um warmer: ‘esquentar’ o aluno para fazer as outras atividades. Ao fazê-la percebi que os alunos gostaram bastante e se divertiram. O espírito de competição os fizeram participar da atividade. O tempo foi um pouco ultrapassado nesse dia, pois por conta da insegurança e de não conhecer os alunos a atividade que era pra ter durado cerca de 30 minutos, durou 45. Resumindo a semi-regência no CEPAE, foi muito produtiva e interessante para futuras pesquisas.
- Focus on teaching: H.H STERN. Theory and practice in Fundamental Concepts of Language Teaching.
The chapter ‘Theory and practice’ tooken from the book of H.H Stern, Fundamental Concepts of Language Teaching, is about theory, why is it so important in language teaching classes, what makes sense to talk about theory and thus the criterias about theory development..
The author points that theory is implicity in the practice of language teaching. ‘It reveals in the assumptions underlying practice, in the planning of a course of study and so on.’ (pg. 23)
First the author gives the idea of theory is understood as theorizing, and according to him things do not happen that way, because there are so many reasons that riches a Foreign Language Class. To him there is a need for constructive theorizing. (pg 24) Then he finishes the first topic by saying that ‘many full theories has been constructed.’ (pg. 25)
On the second topic the author explains that theory is common used for other physical sciences, but in order to apply theory in language teaching is necessary to think about what is good, what are the criteria and so on.
On the third topic the author talks about the criteria and relevant theory development in language teaching. (pg. 27) These are they: Usefulness and applicability (pg. 27)
1. Explicitness
2. Coherence and consistency (pg. 28)
3. Comprehensiveness (pg. 29)
4. Explanatory power and verifiability
5. Simplicity and clarity ( pg. 30)
At the end of the text the author explicits the social consequences of theory development understanding the context of language theory in education, social, policy, national and international politics, related also to many other areas of knowledge. (pg. 31)
LARSEN-FREEMAN, D. lTechniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000.
- The Silent Way
There is some relation and it shares certain principles with Cognitive Approach (1970’s) a very close theory to Chomsky ideas. It was developed by Caleb Cattegno who studied the method from the perspective of the learner by studying as babies and young children learn. (pg. 54) For Cattegno learning is a process which we initiate by ourselves by mobilizing our inner resources. (pg 54)
This method is not so explored in Brazil as the other as well as the audio lingual method or the grammar translation method.
The teacher is a technician or engineer who elicits what the students have in order to force them to use language for self expression, thoughts, perceptions or feelings. The student is the one who can do the learning and they had to develop an independence toward the teacher.
Minimal spoken cues serves to the students to produce structures, the teacher on the other hand starts the class with what students know and builds from on structure to the next. The teacher also gives just as much help as is necessary and then is silent, so the students are obligated to think and act by their own.
The students are encouraged throughout each lesson to cooperate one another, so the interaction to the others is one important task for this method. Toward errors the students should be able to self-correct themselves.
Finally the teacher has a very short participation in the whole process, but it demands a lot of the students, at last the four skills are emphasized, but reading and writing comes after oral production.
Last year I studied two semesters of the discipline “estágio” which is obligatory. First I thought that could be difficult because finally I would start to learn how to teach a foreign language, in this case English. When I started to study I perceived that it would not be hard to study and today I know last year was very important to my graduation in teaching English.
In the first semester I was presented to our two teachers: Dilys Kareen and Heloisa Brito, I find it a bit strange two professors teaching the same subject, but through the months I discovered each presence of the professors was interesting.
The teachers asked us to go to one public school for observe the different realities in a foreign class and make some reports for hand it in on the next week. I thought this period very nice for us to see how people manage a foreign class in the public school, I saw many different kinds of students some very collaborative and participative, others more undisciplined. The teacher was very different from the teachers I had, she was graduated only in Portuguese teacher. In short the whole experience in the public school was very valid because I could presence in one semester another reality.
I read some texts about teaching ethics, some texts about the English history as a discipline teach in Brazil, some texts about the Brazilian contexts schools, texts about how to be a teacher and a researcher in your our English class. The texts were very appropriated for my formation and I could reflect many points about how to be a research teacher.
In the second semester I read another texts more intensively. These texts now were about techniques of how to teach English in different environments, beside I went to the English Language Center of Faculdade de Letras and observed eight classes of a same group, in this case the English 6. It worked like this, we read the critical texts and went to the classes to observe how the techniques were put on to practice. In each class we should observe a different point of teaching, how: the content’s presentation, the skills (writing, speaking, reading and listening). In short we should observe and make a report of how the language center’s teacher managed his/her English class.
I read a lot of Moita Lopes’ texts which were very critical about our national situation of teaching a foreign language, I read a Larsen-Freeman’s book which explains a lot of techniques I can use in my English classes.
In conclusion I guess the both ‘estágios’ contributed to my formation as an English teacher. In the first we saw how the reality of the public school is and we were introduced to the research in our own classes. In the second ‘estágio’ we saw the reality of a Language Center, the predominant technique which seems in other particular schools, we also discussed a lot about teaching, about techniques, lesson plans, pedagogic practice and so on. I guess everything I studied last semester was very important for me, for my future as a language professional.
