The Emperor's Club movie. A reflective teacher.

On her lecture, Professor Luciana worked with the Theme: Becoming a reflective teacher.

There are many details about being a reflective teacher, about our professional development, limitations (teachers and students), the language teaching, lesson plannings, the resources, the whole process, and so on and so forth.

According to Paulo Freire, "A Educação é um olhar interior que sai de nós para o outro".

Watching the Emperor's Club movie we can clearly see that in everyone's life there's that one person who makes all the difference. Teacher must make a great effort in order to have eyes to look inside them and transfer this same look to the other. His students. But this effort is worth it. When you see you could positively influence at least one student with new ideas, concepts, ethics.

Being a teacher is not only a question of transmitting knowledge but forming people. Being a reflective teacher must be the central goal when deciding teaching because you can make your students grow effectively.

We can make a good comparison between this movie and the song presented: "Another brick in the wall". The teacher there is totally different from the one in the movie. He was not worried about his students and treated them as if they had the same shape, color, emotions, intelligence. Just 'bricks'. Both song and movie remind me about Howard Gardner and his studies on Multiple Intelligences. If we really want to have a good influence on our students we must treat them as unique. Different intelligences, different ways of learning, different ways of approaching them.

There is a Chinese proverb we worked with on this workshop, in which we can identify these ideas:

"Tell me and I"ll forget;

Show me and I may remember;

Involve me and I'll understand".

Oral, writing and pronunciation development

Professor Leila Maxwell worked with Practical Pronunciation, Writing and Communication Activities. According to her, and with my agreement, 'Communication involves a lot of orality'.
It also envolves speaking and writing.

Continuing working on pronunciation, the lesson today is presenting:

1- Development of the past tense of regular verbs (--ed), classifying them into groups according to the pronunciation.

2- Practice of some sentences aloud.

3- More work on final pronunciation /s/, /z/ our /IZ/.

4- Work on phonemic symbols and signs.

Date: June, 2008

Teacher's name: Norma F. Cunha

Grade level: False begginers

Title of lesson: Voiced and unvoiced sounds

Past of regular verbs (___ed)

1. Classify these verbs into three groups according to the pronunciation of their __ed termination.

Stop live depend want work

Stay need seem laugh decide

form mary start learn watch

wish pack beg hope kiss

____________________________________________________________________

/d/ /t/ /id/

_____________________________________________________________________

2. Now say these sentences aloud:

a- He started recording albums in 1987 and stopped 4 years later.

b- I worked until 8 o'clock last night.

c- The way she looked at me, I wished I hadn't come.

d- I liked it but Pat was bored.

e - We visited a temple, relaxed in a park and watched a parade in Lima yesterday.

3. Do you pronounce these words with a final /s/, /z/ or /iz/?

1- buses 6- clothes 11- webs

2- computers 7- months 12- caps

3- songs 8- halves 13- tables

4- pens 9- days 14- churches

5- dishes 10- doors 15 - packs

4. Write out the following dialogue with normal English spelling and punctuation using the list of phonemic symbols and signs. The first seven words are provided for you.

Mother: There's a postcard for you here...................................................................................................

.........................................................................................................................................................................

.........................................................................................................................................................................

From Marcelo Baccarin's lectures - CEELT II - UCLES

An overview of the structures of the English Language

The workshop presented by Professor Beatriz Pucci was really worth and relevant in all senses. As far as I´m concerned, all the structures reviewed in this event were important and very well focused. Because all of them have great importance related to English Languange Teaching/Learning.

Each of the activities can be adapted according to the different groups and/or multiple intelligences we find inside a classroom and are all suitable for teaching. Teachers must be aware of which activity is suitable for each individual student or groups. The most different activities you can give them, the more they can take advantage of the explanations and put them into practice.

People use to say: you learn more when you practice it.

SUGAR

Sugar comes from sugar cane and sugar beet. Sugar cane grows in tropical countries such as the islands of the Caribbean, Bazil and India. Sugar beet grows in temperate areas such as Britain. The process used to extract sugar is similar for both cane and beet, and the refined white sugar made from each is exactly the same. This sugar is ground to give finer sugars such as castor and icing sugars. it is also compressed into sugar cubes. Some refined white sugar is coloured with molasses to make soft brown sugar. Some sugar-cane-growing countries make brown sugars such as muscovado, Barbados and demerara from unrefined raw cane sugar. These sugars have more flavour than ordinary soft brown sugar. Mosasses and black treacle are by-products of the cane-sugar refining process.

Sugar is pure sucrose, which is a carbohydrate. it provides energy and flavour, lowever it does not provide any body-building foods. Sugar is used to sweeten foods and to make sweets and chocolate. Most experts agree that sugar is partly to blame for tooth decay.

THE HISTORY

Sugar cane was cultivated in India in prehistoric times. The Indians discovered how to extract sugar crystals from it. Sugar was known in Europe in the Roman period but was rare and expensive for many centuries. Christopher Columbus took the plant with him to the West Indies in 1493. It grew so well there that huge plantatios were set up by europeans. jThe ploantations were worked by African slaves, and the owners made so much money taht sugar was known as the 'white gold'. During the napoleonic wars the supply from the Caribbean to Europe was cut, therefore more and more sugar beet was grown and sugar was extracted from the beet.

HOW SUGAR IS MADE

The sugar cane is cut and crushed. Sugar beet is slicded up. The strips are soaked and a sugary liquid is extracted. This liquid is boiled and condensed by evaporation. Sugar crystals separate from the liquid in centrifugal machines.

There are some sugars which occur naturally:

-Fructose if found in honey and some fruit.

-Glucose is found in most starchy foods.

-Lactose is found in milk.

-Maltose is found in barley and malt.

-Sucrose is found in sugar cane and beet and in maple syrup.

Honey was used as a sweetener before sugar became common.

(source (Adapt.): Oxford Children's Encyclopedia, v. 5, p. 85)

A- O texto trouxe alguma informação nova para você? Qual?

B- É possível dizer que estamos ingerindo açúcar quando comemos uma macarronada? Por quê?

C- Por que o açúcar era conhecido como 'o ouro branco'?

D- Quem foi responsável por trazer a cana de açúcar para as Américas?

E- O que substituiu a matéria prima na indústria do açúcar na Europa no período das guerras de Napoleão?

F- Encontre no texto 5 palavras cognatas.

G- Retire do texto 5 conectores e diga o que denotam.

H- Há palavras com afixos no texto? Retire-as, salientando o afixo e diga que transformação ocorreu na palavra.

I- Faça um 'concep map' sobrea as idéias do texto.

J- Explique os vários tipos de açúcar apresentados no texto e faça uma comparação com o uso do açúcar no Brasil.

Language is a skin!

Roland Barthes

"Language is a skin: I rub my language against the other. It is as if I had words instead of fingers, or fingers at the tip of my words. My language trembles with desire."

Maiza Fatureto - Beyond the limits of the English Class Lecture

FOCUS OF AWARENESS

This lecture was perfect for the opening of prodocencia because it led us to, simultaneously think of our career and pass through an overview about our beliefs towards teaching and learning, besides having memorable moments. Everything was worth indeed. But, one sentence from all have called my attention and should be, for all teachers, a hallmark. It is:

What is the biggest room in the world?

The room of improving.



So, let´s improve our knowledge of life, of teaching, of learning with teaching, with students, colleagues. Let´s improve our souls.



http://br.youtube.com/watch?v=IqnLYPQxfpI

English language in my life!

Since I first listened to an English teacher I fell in love with this language. So, I decided to begin studying it very young. I am still learning it. I am still in love with it.

English language is in my blood and due to it, my three daughters have the same passion for it. Isn´t it, at least, interesting? As an English teacher I have become, I learn more than I teach. That is the outstanding point of it.