1)Choose a course book that is used in the public sector (E. g. It’s a New Way, Inglês Numa Nova Dimensão, etc.).
The chosen book was English Clips, Mariza Ferrari & Sarah Rubin.
2)Read the preface of the book in order to know the principles of language learning on which the book is based.
In the observed workmanship, the authors intend to also follow the steps of the Parâmetros Curriculares Nacionais and the interactive methodology and of abilities, leading the students to understand the reason of the activities of the book and to develop its critical and self-criticism capacity of. They intend to work with subjects of the daily society, for example: drugs, violence, sex in the adolescence etc.
It has concern in working with the interdisciplinarity in the resume taking itself the interchange between teachers of English and other areas, as History, Geography and Sciences.
The authors prioritize the communication and the setting of the grammatical contents by means of constant recyclings. “The collection considers, before everything, a learning that has taken in account its proper reality and new perspectives bring it of life”.
3)Select a reading activity.
Unit. 1 Globalization – Amostras
- Hello! Hi!
- How do you do?
- Nice to meet you.
- This is my classroom.
- My classroom is number five.
Você quer se apresentar para um (a) garoto (a) que só fala inglês... E agora?
Escute a gravação enquanto lê o diálogo em silêncio. Em seguida, leia-o em voz alta várias vezes, escutando-o ao mesmo tempo.
Professor (a): Da segunda vez em diante, o aluno deve falar junto com a gravação, para assimilar a melodia e o ritmo da língua. Esta técnica se chama shadow reading ou reading with rhythm.
Boy: Hello, I’m Marcos. What’s your name?
Girl: Hi, I’m Clarissa.
Boy: Is this your classroom?
Girl: Yes, it is. Is this your classroom too?
Boy: No, it isn’t. My classroom is number 5.
Girl: Bye!
Boy: Bye!
4) Analyze a taking into consideration the following questions:
a)Is this reading activity age / grade appropriate? Why?
Yes, this reading activity age / grade is appropriate for a book 5 and the student of ten years old because it is the beginning of the reading and the dialog. The student learns to interact with their classmate.
b)Is there a pre-reading activity? If it does, does it consider the difficulties learners might have when approaching the text?
Yes, there’s a pre-reading activity, but the author uses it in the Maternal Language.
c)What is the objective of this reading activity?
The objective of this reading activity is a greeting, using the correct rhythm.
d)What content is being presented?
The content is being presented by dialog.
e)Does the author activate students’ background knowledge?
Yes, the author activates students’ background knowledge, when the students read the dialog, they remember the grammar:
- Personal Pronouns (I);
- Apostrophe (‘)
- Verb To Be (am);
- Possessive Pronouns (my, your);
- Demonstrative Pronouns (this);
- Cardinal Number (5).
f)Do the visual elements contribute to the understanding of the text?
Yes, the visual elements contribute to the understand of the text because it apresents the figure of a boy and girl talking.
g)Does the reading activity reflect the theoretical learning principles proposed by the author in the preface of the book? Why?
No, because the dialog doesn’t enough to analyse what it was considered in the preface of the book.
h)Propose a post-reading activity for the text chosen.
What’s your name?
Kao Lin: Oh, sorry!
Ana: That’s OK.
Kao Lin: I’m Kao Lin:
What’s your name?
Ana: My name is Ana.
Kao Lin: Are you Brazilian?
Ana: Yes, I am.
And You?
Kao Lin: I’m from New York City.
How old are you?
Ana: I’m twenty years old.
And You?
Kao Lin: I’m twenty-one years old.
Have You a sister?
Ana: No, I haven’t!!!
Kao Lin: Oh, I’m sorry.
Ana: These Americans…!!!
Bibliography
FERRARI, Mariza & RUBIN, Sarah. English Clips. Book 5. São Paulo. Scipione, 2001.
