Home work . Please read aloud and translate . ( Voz alta ) .
Why is to hard to say " red lorry , yellow lorry " ? Because your brain gets confused ( not your tongue ) . To prove this , try to mentally articulate " red lorry , yellow lorry " three times in rapid succession , without moving your lips . Then do the same with the phrase " red lorry , yellow lorry " . Your brain probably has trouble with the first phrase , but not with the second .
Now try to say " the big black bug bit the big black bear but the big black bear bit the big black bug back and I saw Suzie sitting in a shoe shine shop , where she shines she sits and where she sits she shines .
How can you explain that ? The answer is that the brain has to "plan " each sound in series of the words or syllables before you can say it . When two or more similar sounds occur close together the brain gets confused in its plan , and you stumble when you try to say the phrase .
Some people , however , have no difficulty with these confusing phrases which are called tongue-twisters ( brain-twisters ) . Language expert professor Brian Butterworth of University College London has one student who can say " Peggy Babcock " 120 times in one minute . Try it if have nothing better to do .
Perspectivas profissionais , sociedade , educação e cultura . Letras - Licenciatura - Inglês - Uniasselvi . Com os avanços da tecnologia nos dias atuais , mudam também conceitos de aprendizagem e transmissão de conhecimento . Hoje , temos definitivamente , o EAD , que nada mais é que a sacramentação dessa metodologia . A figura do professor , passa a ser de intermediador , de tutor , que orienta todo o processo didático-pedagógico . Diante desse novo quadro , proponho uma nova maneira de conduzir o conteúdo programático das nossas aulas , da seguinte maneira : - os temas ( click em gramaticais ) gramaticais serão escolhidos pelo aluno , ou seja , o aluno vai escolher o tema onde está tendo alguma dificuldade . - o tutor busca as informações e troca de forma prática , efetiva e objetiva esse conteúdo no encontro presencial . Exemplo : Exercícios on line . ( inglês ) Exercícios on line . ( espanhol ) Exercícios on line . ( japonês ) Qual seu módulo ? a - Tell me a little bit about yourself . b - I'll do what it takes ! c - Watch the latest news summary from world news . International news updated 24 hours a day . Em todos os módulos deveremos fechar o ciclo dos cinco elementos , ou seja : Grammar , speaking , listening , reading and writing .
Entrar na pagina e sinalizar o tema que será abordado . Colocar o link no roda-pé da pagina . Dessa forma , o encontro será focalizado no tema determinado pelo aluno . O material que será utilizado também será avaliado previamente . Estaremos trabalhando na construção vocabular e no desenvolvimento da habilidade verbal .
- Let´s start our show on the road again : let´s go to tell me a little bit about yourself . - First of all , we´re going to check together days of the week and TO BE verb and personal pronouns , right ! Grammar, speaking , reading , listening and writing .
- So , I have a few questions , if you don´t mind , ok ! - Not at all . - What day is today ? What day was yesterday , What day was the day before yesterday ? What day will be tomorrow ? What day will be the day after tomorrow ? What day is going to be tomorrow ? What day is going to be the day after tomorrow ?
- So , I have a few questions , if you don´t mind , ok ! - Not at all . - What day is today ? What day was yesterday , What day was the day before yesterday ? What day will be tomorrow ? - What day will be the day after tomorrow ? What day is going to be tomorrow ? What day is going to be the day after tomorrow ?
Registro 21/03
- How are you ? How do you do ? How are you doing , How do yo do ? How have you been doing ?
Home work . Please read aloud and translate . ( Voz alta ) .
Why is to hard to say " red lorry , yellow lorry " ? Because your brain gets confused ( not your tongue ) . To prove this , try to mentally articulate " red lorry , yellow lorry " three times in rapid succession , without moving your lips . Then do the same with the phrase " red lorry , yellow lorry " . Your brain probably has trouble with the first phrase , but not with the second .
Now try to say " the big black bug bit the big black bear but the big black bear bit the big black bug back and I saw Suzie sitting in a shoe shine shop , where she shines she sits and where she sits she shines .
How can you explain that ? The answer is that the brain has to "plan " each sound in series of the words or syllables before you can say it . When two or more similar sounds occur close together the brain gets confused in its plan , and you stumble when you try to say the phrase .
Some people , however , have no difficulty with these confusing phrases which are called tongue-twisters ( brain-twisters ) . Language expert professor Brian Butterworth of University College London has one student who can say " Peggy Babcock " 120 times in one minute . Try it if have nothing better to do .
Grammar , speaking , reading , listening and writing .
Vamos usar os vídeos abaixo , como objeto de estudos pro nosso encontro do próximo dia 05.02. Vou colocar o tempo de cada vídeo respectivamente .
Tempo 1.37 - Listening and reading .
Tempo 3.26 - Reading . Abaixo estou colocando o link : Exercícios on line .
Exercícios on line ( Click please ) Localize no primeiro vídeo qualquer elemento gramatical que aparece no meio da conversação , qualquer um : verbo , pronome ou artigo . Após localizar : anotá-lo , ou seja , estamos acionando o Writing . Desta forma estaremos acionando o elemento Grammar . Para fechar esse ciclo no processo de construção didática , acionaremos o Speaking no nosso encontro contextualizando todos os elementos vistos neste exercício .
