Voices Plus Rogério Tilio (organizador) Richmond Página 1 voices plus 3 rogério tilio



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Accessed on January 14, 2016. Occasional linguistic adjustments to fit standard language marked with [ ].

4 Which of these requirements do you associate with the jobs in activity 2? Discuss with your classmates.



Respostas pessoais. Professor/a, espera-se que os/as estudantes relacionem os requisitos abaixo aos das profissões listadas nas atividades anteriores. É importante observar que vários desses requisitos se repetem em profissões diferentes.

ability to investigate, identify and solve problems quickly and efficiently

• ability to make informed decisions about a wide range of complex business and technical issues

• ability to think logically and analytically

• ability to understand and communicate with a wide range of people

• ability to work as part of a team

• active interest in learning and maintaining technical skills and knowledge

• aptitude for computing

• aptitude for drawing
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• commitment to understanding and using new technology

• creative and artistic flair

• good communication skills

• good customer service skills

• liking of chemistry, biology and mathematics

• liking of electronics, computers and electromechanical equipment

• self-reliability and ability to work independently

• understanding of color and form

Information available at ; ; ; ; ; ;



; ; ; ; . Accessed on January 14, 2016.

Discuss
• Would you consider having any of these sci-tech jobs? Why?
• Do you know what kind of degree is needed for these jobs?
• Which of the personal requirements in activity 4 do you think you have?

STUDY SKILLS Technology and language learning

1 Discuss these questions in groups.



Respostas pessoais.

a What do you do to learn a foreign language? What are some options available?

b How can technology be used for learning a foreign language?

2 Which of these technologies do you use to learn languages?



Respostas pessoais.

a mobile apps

b computer games

c computer

d online chats

e internet

f TV

g radio


h books

i language software

j dictionaries

3 What do you use the technologies you chose in activity 2 for? Share your answers with a partner.



Respostas pessoais. Professor/a, espera-se que os/as estudantes compartilhem os usos que fazem das tecnologias para aprender uma língua estrangeira. Eles/Elas podem mencionar, por exemplo, que usam o rádio para ouvir música em outra língua; a TV para assistir a filmes, séries, cursos de línguas etc.; o computador para escrever, acessar a internet, fazer pesquisas e cursos online, jogar, ouvir música, fazer leituras etc.
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4 Match the technologies from activity 2 to the possibilities they offer to learn a foreign language. More than one answer is possible. Respostas pessoais.

a learn and practice new vocabulary

b develop listening skills

c practice writing

d boost pronunciation

e build reading skills

f practice speaking

5 Can you think of any advantages and disadvantages concerning these technologies? How do the technologies compare?

Respostas pessoais. Professor/a, pode ser importante ressaltar para os/as estudantes que, em contextos nos quais não há acesso à internet, o uso de programas e aplicativos que dependem desse tipo de tecnologia é inviável. Nesse caso, tecnologias como livros e dicionários impressos são mais vantajosas.

Discuss
• Do you feel like trying other technologies that you were not familiar with to learn languages? Which one(s)?
• What else can you do to learn a foreign language?

6 Work with a partner. Give him/her suggestions on how these technologies may be useful when learning languages. Respostas pessoais.

a apps
b TV
c radio
d books
e internet

7 Read the excerpt and answer the questions.

The Right Technology May Be a Pencil

[…]


It’s important to remember that sometimes just because we have access to new technologies does not mean that older technologies won’t suffice. Too often we get so excited by the fancy gadgets that we have access to that we forget that sometimes a pencil and paper will suffice.

[…]


It is not so much about the tool and what it can do, but more about the purpose for using the tool.

[…]”


Available at . Accessed on January 14, 2016. Suppressions for pedagogical purposes (omission of excerpts with inadequate language level or advertising) marked with […].

a What type of technology is mainly discussed in the excerpt?



Paper-and-pencil technology.

b Do you consider pencil and paper as forms of technology? Why?



Respostas pessoais.

c According to the text, are paper and pencil better than new (digital) technologies? Do you agree with this view?



“It is not so much about the tool and what it can do, but more about the purpose for using the tool.” Therefore, both kinds of technology are good if used for the right purpose. Respostas pessoais.

d What are some possible ways to use paper and pencil for learning languages?



Respostas pessoais.

e Do you think paper and pencil can be combined with new technologies when learning languages? Respostas pessoais.


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PROJECT

Running a social campaign

Phase 1 Creating a campaign video

Objective: The project for this coursebook is to design a social campaign on the theme “The future: people and the world”. The idea is to identify problems of many kinds in your local community and run a campaign to summon people to act on ways of making a difference today for the world of tomorrow by adressing (one of) the problems identified. For this phase of the project, you will start to set up a social campaign by identifying community-related problems and defining the campaign’s goals, among other things. Then, you will use information and communication technology to make a video to spread the word about your campaign. Remember to keep the video for the final project, at the end of this book.

1 Before you begin preparing your campaign, it is important to think of as many campaigns as you can remember in order to understand how they were structured. To help you with this, get in groups and discuss the following questions. You will work with the same group through all the phases of the project.



Respostas pessoais. Professor/a, nesta atividade introdutória, espera-se que os/as estudantes discutam e reflitam sobre a estrutura de uma campanha, buscando exemplos de campanhas em seu cotidiano. Sugere-se orientá-los a formar grupos para a discussão, sendo que estes mesmos grupos desenvolverão as campanhas durante todo o ano.

a What campaigns can you remember? What were they about?

b What issue/problem did the campaigns address?

c What was the objective of the campaigns?

d How did the campaigns deal with the issue/ problem they address? What arguments were used to support their ideas?

e What media did they use to get their message across?

2 The first step for running any campaign is to identify the issue or problem you will approach, which should be directly related to your local community (or any other community you choose to focus on). Follow these steps to identify issues and choose one to address in your campaign.

Professor/a, por ser um projeto em grupo, os/as estudantes devem entrar em consenso sobre a comunidade em que eles/elas focarão. Pode ser que algum/a estudante desconheçadeterminada comunidade; nesse caso, os/as colegas que a conhecem podem compartilhar informações sobre ela ou, ainda, buscar informações na mídia em geral.

I With your group, agree on the community you will target. Then, write a brief description of that community in your notebook and explain what you feel the urgent needs and problems its people face on a daily basis are. The problems may be related to environment, education, work, science, technology and so on.

II Talk to local people to find out what they think are the issues and problems in your community. Ask them what problem they want to have solved soon. Remember to take notes.

III Based on your perspective and on the information you have collected, with your group, define the problem you will be addressing in the campaign.

3 Next, think about the campaign profile and write an outline of it including campaign title, slogan, issue, goal(s), possible ways of achieving goal(s) and changes you expect your campaign to bring to the community.

4 Now start producing the first material of the campaign, which is a video. Follow these steps.

Before shooting the video, …

I write the script for the speech collaboratively. Use the outline from the last activity and add some background information about the community, like the one you wrote in activity 2. Be persuasive.

II revise the content and the language of the script and, if necessary, edit it. Make sure the script is error-free.

III plan the video. Decide who will be in it, what people are supposed to do in the video (stand, sit, walk, run), where the video will be shot etc.

IV rehearse the speech and video scenes. Trying to memorize may not be a good idea. Rather, study the script’s key ideas and details so that you are familiar with the ideas and vocabulary.

V have everything ready for recording: choose a place, get a recording device (video camera, cell phone), get a tripod or invite someone to be the camera operator.

While shooting the video, …

VI act naturally and use body language and voice as resources to convey the message.

VII have the first shooting and watch it to see if it turned out as expected. If not, have second or third shootings, as necessary.

After shooting the video, …

VIII edit it. Search online for free websites and apps that allow you to do that. Use your creativity to add soundtrack, sound effects or whatever you wish. Be careful with copyrights.

IX upload and publish the video on social media platforms.



X share the link of the video with your local community.

KERKLA/ ISTOCKPHOTO


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REFLECTING ABOUT WHAT YOU HAVE LEARNED

Science and technology

ANSWER THE QUESTIONS IN YOUR NOTEBOOK!

1. What topics have you learned about in this unit?

2. What did you like or didn’t like about this unit? Why?

3. What linguistic elements (grammar and vocabulary) have you learned in order to talk about these topics or understand more about them?

4. How can the study skills you have learned in this unit help you both at school and outside it?

5. How can you apply what you have learned in this unit in your life (personal life, future studies and professional career) and in your community?

6. How can the study of the topics in this unit help you improve society?

7. Discuss your notes with your teacher and classmates. How can they help you make the most of your learning? And what can YOU do?

ART: AMANDA SAVOINI; PHOTOS: 1- FOTORRO/SHUTTERSTOCK, 2- J EVERYTHING/SHUTTERSTOCK, 3- HINTAU ALIAKSEI/SHUTTERSTOCK, 4- SUBJUG/ISTOCKPHOTO, 5- THINKSTOCK

Professor/a, esta seção deve funcionar como um registro de aprendizagem dos/as estudantes e, ao mesmo tempo, como um momento de reflexão sobre os conhecimentos adquiridos e de análise de sua aplicação pessoal, social e profissional. Sugere-se reservar um tempo da aula para esta discussão, de forma que eles/elas possam compartilhar suas anotações e discuti-las com os/as colegas. Esta atividade pode servir como um estímulo aos/às estudantes, que se sentirão ouvidos/as, além de ser um instrumento para que você possa refletir sobre o processo de ensino e apredizagem e perceber eventuais ajustes necessários ao andamento das aulas.

Unit...

1) I’ve learned...

2) I...

Date...
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2 Education and work



a


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