review: 1st theme (with 6wh questions)
forgetting curve - review - 1;7;30;60 days
(a) class orientation: Providing the objectives for which a specific task/lesson/series of lessons take(s) place
- a) oral drill, filling mindmap - 10 minutes
- b) written text explanation - 10 minutes
- c) reading about theme text (reading strategy) or oral presentation or ENEM Question - 10 minutes
- d) lyrics or poem (6whq) - 10 minutes
(b) class structure: Outlining the content to be covered
(c) class structure: signalling transitions between lesson parts
Oral Drill
work in pairs: ask your closest colleague:
"what is your chosen job?"
"which are + aspects of it? (while, but,)
[work memory: < =7 items at a time]
"which are - characteristics of it ?
(while, but,)
"how much money will you get, at the beginning" and
"who will help you get there?"
"what will you/they/it do for help you?
"how will ----- do it?"
"why will this help?"
new questions: 2 per class / asked for 5 students
review: earlier classes questions asked for 2 or 3 students, dependent of class level
scaffolding example
scaffolding - per class or per theme (??)
1st theme-
Teacher ask 5 st: "what is you chosen job?"
2nd theme
a) Teacher asks for Student one: "What is your chosen job?"
b) Student one ask students two: "What is your chosen job?" - st2 ask st3; st3 ask st4; st4 ask st5
3rd theme
a) teacher ask student 1: What is your chosen job?
b) Student 2 ask st3 about st1 chosen job: "St3, What is S1 (his/her) chosen job?"
c) teacher ask st4: What is your chosen job?
d) S5 ask st6 about st4 chosen job: "St6, What is St4 chosen job?"
Answers according to students level:
basic: keyword answer;
intermediate: longer modelled answer;
advanced: free speech possible answers
Student one: enginering/ My chosen career is ------'.
I don't know.
I am shy (inference).
I don't want to participate, because...
He or She do not know yet
He or She did not do the exercise! (Don't want to be a snitch) (tattletalle, snitch, informant, grass, mole, spy)
presentation and written text (intersection of 3 circles)
- learning ( learning, strategies and focus)
- job choice (career, competition and education)
- robots and AI ( tech revolution, robots, ethics)
- work and robots ( robots, work, and education)
- career's planning (
Written Text modeling structure:
- introduction: What
- Dev 1: Why
- Dev 2: Which were +-,
- Conclusion: intervention proposal: who could/would; what could/should/must; how could/should/must/ought;
Conversation:
two questions added per class (10 first minutes)
(ask to five students, mainly at the backbench)
- What is your dream job?
- Why do you want to work at this job?
- Which are some positive and some negative aspects about this job? ( so much labor)
- How much money will you probably get, annually, at the -------- of your career, according to your job? (beginning; middle; ending)
- Who can do something to improve your chances at getting this job? (you, your family, the school, the government)
- What do _____ can do?
- How do ------ can help?
- Which are another things ------- can do?
- Which effects are expected?
class planning
a 1 - 1 lirics per week; poem per week, ENEM question ( next week music: at facebook - students share choices with links at specific thread and the most voted will be your translated and listened))
ENEM Question - multiple choice question per class
English Enem or 2019 Enem various subjects translated to English
A2 - 1st reading together in english, 3nd translating together, ask questions about text)
b1 – Written text
one written text each 4 classes - 1 part per class
(introduction [what; who; when; where];
dev1: why - causes [conjunctural, underlying, structural];
dev2: which - consequence [short; middle; long term];
conclusion: intervention - how to deal - (who- what - how - which effects; local - regional - global)
middle (reading activity)
c1- reading a written thematic text per class (wh q&a; causes and consequences; intervention proposal
deepening a learning strategies (1 study/reading/written strategy per bi-weekly subject)(pre-view tittle, source, skimming, scanning, textual genre, contradiction, incoherence, phrasal topic) - see core standards gradation)
Reading Cartoons or graphics (main subject - specific information) - Wh-question
C2 - Oral presentation - each student different presentation - (1 coordenator-organizer):
- presenting (presentation moderator),
writing text (dissertative;)
- debating ( 2 people)
- visualizing (2 people);(6wh mind map, drawing)
performing (dance; theater)
creating (ludic activity; play) narrative; poem
verbalizing - free speech about subject; pedagogical
ENDING class (oral practice)
D1 - oral Wh questions about subject of the week (given at the last class - flipped classroom; fill blackboard mindmap - Oral practice
a2 - drill and conversation practice including at least two wh-question per class (pair work? )
- visualize the question while your classmates ask them?
Answers =Extending thinking time (from 3 to 5 sec)
- beginner - only key words
- intermediate - complete answer
- advanced - complete answer and related example
a3a- wh-questions alternate close and open questions -
(what [who; where;when];
why [i-u-b];
which [s-m-l] (+|- but - adjectives);
how [l-r-g]) (who [individual, collective, institution, government], what, how, details, which effects)
about bi-weekly theme -
a3b - begin with "what" and each class add two other wh-q
10 students asked per each class (remember: 4 classes per sub-theme)
A4- next class question [what; why; which; or how] flipped classroom
End class
- question to think while listening: what is the main subject? (without answer)
- listen to music and following worksheet
- translating together
- read together in English
- answering question
(most listened on vagalume or spotify or billboard)
(https://www.billboard.com/charts/streaming-songs)
D3 - read -Last week top trending topic from Google
D 4 - 1 series or movie plot (most watched on Netflix) (https://reelgood.com/) - subtitles
D5 - 1 book first paragraphs
February - (learning and writing strategies)
March - career choice ang main invention in chosen field
april -robots; artificial intelligenge s; cellphone)
2nd bimester (table of intervention)
may - cultural diversity - graphite and cinema (stereotypes and representation)
June - (Internet and social media problems; cyberbullying; fake news; game addiction;
3rd bimester (three cicles intersection's area)
august - water (lack, contamination: urban; agriculture and pesticides)
September - beauty patterns; food problems; suicide
September - greatest inventions and tech revolution (greatest inventions; cars; vaccines - antivaxx; computer; cellphone
4th bimester
- Outubro até Enem
- learning strategies review
1 question Enem per class)
November
climate change (anthropogenics and consensus; causes (industrialization/); consequences; intervention)
questions for evaluating
exercise - open questions
rec. paralela - open and multiple (closed)
provao - multiple choice
questions structure
a) subject of the text (specific as main)
b) causes (basic, immediate, or underlying) (March )
c) consequences (long term, short, or middle) ( April)
d) how to deal (individual, collective, or institutional) (may)
questions main subject of the text
a) specific info
b) main
c) contraction with specific info
d) not related or inferences (irrational, or illogical)
- Utilizando questões do Enem para prática
- exercício avaliativo nos dias 5 e 6/11
- simulados e correções de últimas quatro provas do Enem.
Novembro pós-enem - Reading and study strategies - going deep
Writing
4 texts
Learning strategies
Learning styles
Evaluation strategies
Reading strategies
Writing strategies
oral presentation
demonstrate their learning, which can include:
verbalizing,
visualizing,
writing,
performing,
presenting,
debating, and
https://www.teachingenglish.org.uk/professional-development/teachers
Oral presentation
Presentation a text about learning
Choose a theme and a textual genre
Exercício (alternativa)
- Dois exercícios - nota média aritmética dos dois
- Dois exercícios, cada um valendo 4 ponto
- Osegundo servindo como
- 2nd chamada para quem perdeu
- recuperação paralela para quem não conseguiu média
revisão Enem
A- Graffiti and contestation: social and class relations
B- Media and beauty patterns: anorexia and bulimia
Marketing and consumerism:
C- Social media and post-truth discourse: antivaxx
Internet forums and anti-science discourse
D- Movies and representation: racism
Cinema and gender representation
- Education: homeschooling and social segregation
Career
o consumismo,
o desperdício e
a obsolescência programada.
arts
cinema and representation
social medias and hate speech
graffiti and
internet e pós-verdade e discurso anticiência
movimento antivacina
terraplanistas
theory of evolution and criacionism
Discurso de ódio na internet
antifeminismo
racismo - anti-cotas
escola
- alfabetização e Letramento digital: com melhorar os processos de aprendizagem
- educação domiciliar (homeschooling)
- Evasão Escolar
- violências na escola
(física, psicológica,
bullying, intelectual )
- escola cívico-militar
youth
- redução da maioridade penal
- weapons acess- mass shootings
- extremism - youth radicalization
- epidemia das drogas
- spread of sexually transmitted disieses
Migrações
cultural diversity and difference
fronteirs - empire strikes back
prostitution - trafic human
internet
- over-exposition - depressão -
- increase in suicide rates
- deepfake - you, wherever you want
- fakenews
- cyberbullying
- nudes, sexting and child pornography
- paedophylia
“Temas ‘engajados’, que sugiram pautas associadas a movimentos sociais ou a uma visão de mundo mais progressista, como questões identitárias ou de gênero, racismo, feminismo ou pautas LGTBQ+, bem como aquelas ligadas à preservação ambiental não devem aparecer na redação”. (Marcelo Pavani, Oficina do Estudante)
https://m.vestibular.brasilescola.uol.com.br/enem/10-temas-que-podem-cair-na-redacao-enem-2019.htm
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