Online Training First Things First

Transcrição

1 Online Training First Things First 2008 Excellent Global Com. Ltda. All rights reserved.

2 12,000 to 20, to The 'receptive vocabulary size' of a university-educated native English speaker is around 13,000 'base words or word families'. If you add the 'inflected forms and derivations' it would come to about 20,000. What is the Academic Word List? The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand. The list contains 570 word families and is divided into 10 sublists. To find these words, an analysis was done of academic journals, textbooks, course workbooks, lab manuals, and course notes.

3 THE FOUR CARDINAL POINTS APPROACH Vocabulary 1. Trazer o livro o mais próximo do que o aluno fala possível. 2. Trazer o inglês do aluno o mais próximo do nativo o possível. 3. Quais palavras alguém precisa saber para falar fluentemente? 4. Quais palavras alguém precisa saber para passar no TOEFL? 1. Word Builder 2. Eliminação de Cognatos 3. AWL 4. Circumlocution 5. Template Speeches

4 THE FOUR CARDINAL POINTS APPROACH Learning From Native Speakers Micro Macro Macro Micro My name is John. Uh, I was born in Utah. I've lived in Pleasant Grove, Utah actually, I've lived in a lot of different places. I've lived in California, then I went to school in Texas, I lived in Virginia. Uh, I lived in Washington, I lived in Oregon 'n' that's about it. I used to, when I lived in Utah, I used to teach, percussion; I used to teach drum line in a marching band. And, uh, we won a lot of competitions and we ended up, we ended up getting a grant from our school to buy any instrument we want, we wanted to get so we bought a marimba. And then a few years later, my brother moved out to California, and started working, uh, with woodworking, making houses, making doors, making,uh, making windows. And he called and asked me if I could help him make some doors for the owner of a marimba company in California. And I was interested in seeing the company out there so I went out there and helped him make his doors, and, in California. And when we were putting the doors on the guy's house, the, the owner of this marimba company came up and he knew about me, he knew where I'd played, uh, he knew that I played in drum corp, he knew where I went to school, he knew that we'd bought a marimba from him. And so I started working there in California with marimbas.

5 Qual é o objetivo do nosso trabalho?! MR. FLUENT Nível X

6 NOVICE Qual caminho? SUPERIOR MR. FLUENT ADVANCED INTERMEDIATE

7 NOVICE ACTF - TOEFL SUPERIOR MR. FLUENT ADVANCED INTERMEDIATE O.P.I. - TOEFL itb

8 GLOBAL TASKS AND FUNCTIONS NORTH SOUTH EAST WEST

9 $ SEQUÊNCIA DE LIVROS NORTH Estruturas Vocabulário Específico do Aluno Foco em Conversação SOUTH Estruturas North + Novas Estruturas Vocabulário Específico do Aluno + vocabulário genérico Foco em Conversação e Leitura EAST Estruturas North + South + Novas Estruturas Vocabulário Específico do Aluno + vocabulário genérico + AWL Foco em Conversação e Leitura Pronúncia. WEST Estruturas North + South + South + Novas Estruturas Vocabulário Específico do Aluno + vocabulário genérico + AWL + Vocabulário Especializado do Aluno Foco em Conversação, Leitura, Pronúncia e Listening.!? 6 9 SDLC Project O ce PLC 10

10 ESTRUTURA DO PROGRAMA 50 HORAS/AULA Lições foco Aluno Lições EG data 24 Lições Regulares 5 Lições GT&F Aula Demo 20 lições livres.

11 ESTRUTURA DE CADA AULA GT&F3 GT&F2 GT&F1

12 MAPEAMENTO DE ESTRUTURAS ENTENDER - REINCIDIR = CRIAR Entender o que? Explicar como? Reincidir o que? Reincidir como? Criar o que? Criar como?

13 TÉCNICA BÁSICA DE MAPEAMENTO PORTUGUÊS - INGLÊS Speaking Writing INGLÊS - PORTUGUÊS Listening Reading INGLÊS - INGLÊS Consolidar Nível PORTUGUÊS - PORTUGUÊS Organizar Idéias

14 VARIAÇÕES DE TÉCNICAS PARA REINCIDÊNCIAS VÁLIDAS ÍCONES 8 8 9

15 THE FOUR CARDINAL POINTS APPROACH METODOLOGIA NOVICE INTERMEDIATE ADVANCED SUPERIOR John. Utah. I teach. My name s John. I m from Utah. I teach English. My name is John. Uh, I was born in Utah. I've lived in Pleasant Grove, Utah actually, I've lived in a lot of different places. I've lived in California, then I went to school in Texas, I lived in Virginia. Uh, I lived in Washington, I lived in Oregon 'n' that's about it. My name is John. Uh, I was born in Utah. I've lived in Pleasant Grove, Utah actually, I've lived in a lot of different places. I've lived in California, then I went to school in Texas, I lived in Virginia. Uh, I lived in Washington, I lived in Oregon 'n' that's about it. I used to, when I lived in Utah, I used to teach, percussion; I used to teach drum line in a marching band. And, uh, we won a lot of competitions and we ended up, we ended up getting a grant from our school to buy any instrument we want, we wanted to get so we bought a marimba. And then a few years later, my brother moved out to California, and started working, uh, with woodworking, making houses, making doors, making,uh, making windows. And he called and asked me if I could help him make some doors for the owner of a marimba company in California. And I was interested in seeing the company out there so I went out there and helped him make his doors, and, in California. And when we were putting the doors on the guy's house, the, the owner of this marimba company came up and he knew about me, he knew where I'd played, uh, he knew that I played in drum corp, he knew where I went to school, he knew that we'd bought a marimba from him. And so I started working there in California with marimbas.

16 THE FOUR CARDINAL POINTS APPROACH As Quatro Habilidades Speaking Listening Reading Writing

17 VENCENDO SEUS BLOQUEIOS M.B.T.I.

18 AVALIAÇÃO POR MAPEAMENTO O MAPA REPRESENTA O CONTEÚDO TOTAL OS PAÍSES REPRESENTAM OS CONTEÚDOS INDIVIDUALIZADOS.

19 AVALIAÇÃO POR TESTE Grupo de perguntas... (amostras) Visao do todo PERGUNTAS. A nota passa a ser o objetivo principal. 10% 90% A - Joãozinho. 10% = 100 B - Mariazinha. 90% = 45

20 American Council on the Teaching of Foreign Languages The OPI is a testing method which measures how well a person speaks a language by comparing their performance of specific language tasks, not with some other person's, but with the criteria for each of ten proficiency levels warm-up core wind down Sub-Níveis MID LOW HIGH SUPERIOR ADVANCED INTERMEDIATE NOVICE GLOBAL TASKS & FUNCTIONS VOCABULARY FLUENCY TEXT-TYPE ACCURACY PRONUNCIATION PRAGMATIC COMPETENCY SOCIOLINGUISTIC COMPETENCY CONTENT CONTEXT GRAMMAR

21

22 PRINCIPIOS METODOLÓGICOS

23 IMPORTÂNCIA DOS LIAISIONS KêkiSsTáFazen? TôsSudan

24 hir zw n f r you w'ts'n't

25 POR QUÊ? Por quê não escrever a tradução? Por quê não ter tarefa? Por quê não devo dar muitos exemplos? Por quê não devo explicar regras gramaticais? Por quê devo sussurar? Por quê nao devo corrigir pronúncia?

26 15-MINUTE O.P.I.

27 Construindo Pontes Como vou fazer se não sei!?

28 TRY-OUT LESSON

29 USAR VIDEO E AUDIO

30 PNEUMONOULTRAMICROSCOPICSILICOVOLCANOCONIOSIS

31 ANTIDISESTABLISHMENTARIANISM