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Even before they start reading the text “Powerful storm knocks
out power to 1.4 million homes in Brazil’s largest city”, some
students say they will not be able to understand it. And
immediately mention the words “knock”, “households” and
“swept”, in the headline and the first paragraph.
The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to
I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.
A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items
The literature about teaching reading in a second language mentions a variety of methods and approaches to deal with unknown vocabulary. Materials and teachers may instruct learners to
I. make use of the dictionary: they will not understand the text properly if they do not know all the words in it.
II. look for the pronunciation of the unknown words: the association between sound and spelling always helps comprehension.
III. ignore vocabulary difficulties and focus on grammar: meaning does not derive from words in isolation but from sentence structures.
IV. Pay attention to context and appeal to background knowledge on the subject: making inferences is key to learning a new language.
V. Concentrate on text meaning rather than word meaning: words may be ignored if not essential to the comprehension of the text’s main points.
A teacher interested in developing their students’ use of reading strategies will, in a reading class with the text “Powerful storm knocks out power to 1.4 million homes in Brazil’s largest city”, focus on the instructions given in items
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While preparing reading comprehension exercises on the text,
the teacher notes the absolute predominance of verbs in the
simple past. However, this is not a language class, but a reading
one, and the teacher wouldn’t like to deal with the topic “verbs”
in isolation, as followers of structuralism would do. This way, in
trying to articulate reading comprehension and linguistic
knowledge, in a class on the text “Powerful storm knocks out
power to 1.4 million homes in Brazil’s largest city”, the teacher
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Um professor encontra essa notícia, publicada imediatamente
após uma tempestade haver devastado a cidade de São Paulo.
Suponha que esse professor considere pertinente trabalhar a
notícia com sua turma do 1º ano do Ensino Médio que vem
desenvolvendo um projeto interdisciplinar intitulado “Mudanças
climáticas: efeitos sentidos no Brasil”. Consciente de que o
reconhecimento do contexto de produção favorece o processo de
compreensão do tema tratado, o professor propõe, como
primeira atividade de sua aula de leitura,
Em uma sala de nono ano com 40 estudantes, o professor está
revisando as preposições de tempo in, on, at, um dos temas da
prova bimestral. Coloca na lousa cinco frases com lacunas, que
devem ser preenchidas com a preposição adequada. Veja a seguir
um quadro com as frases dadas pelo professor, e o número de
estudantes que escolheu cada opção de resposta:
Das intervenções a seguir, que procuram apontar os desvios na execução da tarefa, está correta aquela em que o professor esclarece
Das intervenções a seguir, que procuram apontar os desvios na execução da tarefa, está correta aquela em que o professor esclarece
Leia o texto.
Usage and use
The distinction between language use and language usage was first made by Widdowson. He coined the term usage for language which conformed to pre-established paradigms of language. Usage is independent of context, and is related to language correctness.
In contrast, use has to do with the speaker’s intention in producing a particular sentence. For example, the sentence “I don’t know what you mean”, said in a particular context, may imply a request for clarification; the same sentence, said in a different way and in a different context, may be an expression of disbelief.
Most sentences in textbooks and in grammar practices are well-formed sentences. However, can you think of a real-life situation in which a sentence such as “This is my hand” is pronounced?
LEWIS, Michael. The lexical approach. Heinle Cengage, 2010. Adaptado.
Em muitos contextos da escola brasileira permanece forte a herança da tradição estruturalista, focada em usage. Pense em um professor brasileiro formado dentro de tal tradição que, percebendo seus limites para desenvolver a capacidade de o estudante interagir no mundo por meio da língua inglesa, começa a preparar suas aulas sob a ótica de uma abordagem centrada em use. Esse professor, ao final de uma atividade em classe, perguntar-se-ia em primeiro lugar se, em sua aula,
Usage and use
The distinction between language use and language usage was first made by Widdowson. He coined the term usage for language which conformed to pre-established paradigms of language. Usage is independent of context, and is related to language correctness.
In contrast, use has to do with the speaker’s intention in producing a particular sentence. For example, the sentence “I don’t know what you mean”, said in a particular context, may imply a request for clarification; the same sentence, said in a different way and in a different context, may be an expression of disbelief.
Most sentences in textbooks and in grammar practices are well-formed sentences. However, can you think of a real-life situation in which a sentence such as “This is my hand” is pronounced?
LEWIS, Michael. The lexical approach. Heinle Cengage, 2010. Adaptado.
Em muitos contextos da escola brasileira permanece forte a herança da tradição estruturalista, focada em usage. Pense em um professor brasileiro formado dentro de tal tradição que, percebendo seus limites para desenvolver a capacidade de o estudante interagir no mundo por meio da língua inglesa, começa a preparar suas aulas sob a ótica de uma abordagem centrada em use. Esse professor, ao final de uma atividade em classe, perguntar-se-ia em primeiro lugar se, em sua aula,
