Project - In The Dark

The main idea of this project was linking English with a current topic in everyone's life: Disabled people.

Step 1 - In The Dark: Students read the book by themselves at home and then in class, with the whole group. The teacher raffled names and each student read at least one page of the book aloud, while the class followed in the book. New vocabulary was taught and discussed.

Step 2 - The Miracle Worker: Students watched the movie about Helen Keller's disabilities, childhood and communication with the world.

Step 3 - Research: Students researched in groups about any famous disabled person and presented their findings to the class. The presentation included a poster with text and / or pictures and all the information given had to be spoken by heart.

Step 4 - A day with a visual impaired: One of the students was blindfolded and had to take part in the English class and its activities (including the reaseach presentation) this way. This student had a helper, who guided him throughout the class and the school. 

Step 5 - Composition: Students wrote a composition linking the book, the movie, the research and the day with a "visual impaired" person, sharing their ideas and thoughts.

Step 6 - Test: Students took a reading test about the book In The Dark.

8º ano EF simula situações vivenciadas por pessoas portadoras de deficiência visual

22/08/12 14:00 -

Apresentação sobre personalidades com deficiências

Um conteúdo especial do Ensino Bilíngue propiciou aos alunos do 8º ano do Ensino Fundamental compartilharem uma experiência que é vivenciada diariamente por centenas de milhares de pessoas no mundo todo: a deficiência visual. A ideia da proposta, intitulada In the dark, é que os liceístas sentissem como é o dia a dia de quem não enxerga, as dificuldades de acesso aos locais, a ajuda dos colegas para vencer essas barreiras. Todo o procedimento foi acompanhado de perto pelas professoras das turmas e pelas coordenadoras Alessandra Vieira Marques e Maria Vitória Komar.

A simulação abordou não apenas o aluno que teve os olhos vendados para percorrer os espaços da escola como também do guia, que o orientava para descer as escadas e escolher a direção correta, por exemplo. Para auxiliar na compreensão do tema, os estudantes também assistiram ao filme "The miracle worker" (1962), baseado na história real de Helen Keller.

A jovem, cega e surda desde a infância devido a um caso grave de febre escarlate, sente-se frustrada por sua incapacidade de se comunicar, o que acaba gerando um comportamento violento e incontrolável. Sua vida começa a mudar com a chegada da professora Annie Sullivan, que consegue manter contato com Helen por meio do toque - única ferramenta que elas têm em comum.

Personalidades

Outras personalidades que também conviveram com deficiências - como o cantor Ray Charles (cego) e o compositor Beethoven (surdo) - foram lembrados pelos estudantes, que apresentaram uma biografia dos artistas escolhidos para os colegas. Tanto a pesquisa como a explanação foram realizadas na língua inglesa, bem como a roda de conversa que se seguiu aos apontamentos.

Fonte: Clique aqui

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Project - Father's Day Song

It was decided the school would have a mass to celebrate Father's Day and its Aniversary. Then, the school asked the English teachers if we could cooperate on the mass teaching the kids a song that would honor Father's Day. From this moment on, the project had 7 steps:

1-Choosing a beautiful but easy song that had to do with Father's Day. The chosen song was Count On Me by Bruno Mars.

2-Cutting one part of the song out, to make it easier for very young students.

3-Deciding the choreography that would go with the song. As the song has numbers and students can identify them easily on a song, we decided to make tags with the numbers 1, 2, 3 and 4 for the younger students; the older students had the tags "I'll be there" and "You'll be there". Students had to put the tags up according to the song.

4-Making the tags: Students had to cut and paste the tags in colorful paper, besides decorating them.

5-Rehearsing the song without the tags, per year.

6-Rehearsing the song with the tags, per year.

7-Rehearsing the song with all the students together, without and with the tags.

You can watch the presentation here.

Project - Amusement Park

The goal of this project was teaching useful vocabulary / expressions for an Amusement Park visit abroad. The project was divided into two different classes:

Class 1: Introduction / Preparation

Inside the classroom, the students were taught the new vocabulary / expressions through flashcards and worksheets.

Flashcards: Pictures taken from the internet, colored using
color pencil and laminated using Contact paper

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Some of the activities used on the preparation class

Class 2: Visit

Now the students go to the amusement park, a classroom where they will see and take part into the different attractions/situations of the park, practicing the new vocabulary / expressions. 

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Ticket booth: Students had to give their tickets and
get a stamp on their hands to get in the park.

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Roller coaster: Sitting in two rows, students watched
a movie with an amusement park safety announcement
made in a text to speech website and a POV roller
coaster animation found on the internet. They followed
all the movements of the rolleroaster putting their
hands up, to the left and to the right (screaming, of
course). The soundtrack was Back to the Future Theme.

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Haunted Mansion: Students had to put their hands in
the Monster Box (a box full of Silly Putty) and then
get in a tunnel made of easels, spunlaid nonwovens
and lots of scary props. The soundtrack was Grim
Grinning Ghosts.

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Snack Bar and Gift Shop: Students had to ask the
prices and buy souvenirs or food.

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Water Ride: Sitting in two rows on a piece of spunlaid
nonwoven, students had to put their hands on the
shouders of another student, go to the left, to the right,
put their hands up and scream. Once these moves
were learnt, they put on blind folds, did the same moves
and at a point of the "ride", the teacher sprayed water
on them. The soundtrack was Indiana Jones Theme.

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As a souvenir of this activity, students
took home the Park Map, made with the
same pictures of the flashcards / activities.

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Simulação de parque de diversões estimula comunicação em inglês

22/06/12 17:00 - Última atualização: 20/07/12 13:08

Para entrar no parque, carimbo na mão

Com o intuito de proporcionar novas experiências utilizando a língua inglesa, a equipe do Ensino Bilíngue elaborou uma nova simulação de ambiente para os alunos do 1º ao 5º ano do Ensino Fundamental uma nova experiência. Desta vez, um parque de diversões (Amusement Park) foi montado de forma a estimular os liceístas a praticarem o inglês enquanto se divertiam na montanha russa (Rollercoaster), no Castelo do Terror (Haunted Mansion), roda gigante (Ferris Wheel) e no Water Ride (Splash). Sem esquecer da lojinha de presentes (Gift Shop), da lanchonete (Snack Bar) e da bilheteria (Ticket Booth).

Semanas antes da data para cada turma participar do projeto, vocabulários específicos foram trabalhados em sala de aula, de modo a dotá-los de conhecimentos para aproveitar ao máximo a atividade. Segundo uma das professora do Bilíngue, Aryane Sartori, a preparação prévia para a participação nos "brinquedos" foi importante para que os alunos entrassem no clima e transcendessem a vivência.

"Na montanha russa, por exemplo, eles tinham de acompanhar o trajeto do carrinho para a direita, para a esquerda e nas descidas por meio de comandos de voz. Além disso, todo o procedimento para brincar dependia da comunicação em inglês, da compra do bilhete à entrada das atrações, da ida ao banheiro às compras de doces e pizza na lanchonete", explica ela.

Fonte: Clique aqui

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Project - Spelling Bee

A spelling bee is a competition where contestants, usually children, are asked to spell words. The concept is thought to have originated in the United States, and spelling bee events are now held in many countries around the world.

Serious spelling bee competitors in the United States will study affixes and etymologies, and often foreign languages from which English draws, in order to spell challenging words. Several preparatory materials have been published, including some in connection with the Scripps National Spelling Bee and those created by independent organizations not related to Scripps. Spelling bee participants in the United States also use other reference books, notably the Hexco Academics series of spelling books, which feature strategies, methods and lists to further develop spelling skills. Tutoring materials are also becoming available on the web.

Spelling bee students usually start competition in elementary or middle schools. Classes compete against other classes in the same grade, or level, and the winning class is determined by the score of each class. Then, the school spelling bee happens and the winner goes to the school district bee, then county, then regional. After the regional spelling bee, if the student is qualified, he/she goes to the Scripps National Spelling Bee. This project was a little bit different from the original spelling bee because it was made only by our school, so we had semifinals inside each class (per year) and the finalist from each class on the school spelling bee final (per year).

The rules used on this spelling bee (semifinals and final) were the original ones:

1. In competition, after the pronouncer gives the speller a word, the speller will be encouraged to pronounce the word before spelling it and after spelling it. The judges may not disqualify a speller for failing to pronounce the word either before or after spelling it. But the judges will know that the speller is done if he or she pronounces the word after spelling it and the pronouncer will be assured that the speller has heard the word correctly if he or she pronounces it before beginning to spell it.

2. The speller may ask the pronouncer to say the word again, define it, and/or use it in a sentence. The pronouncer shall grant all such requests until the judges agree that the word has been made reasonably clear to the contestant. Judges may disqualify any speller who ignores a request to start spelling.

3. Having started to spell a word, a speller may stop and start over, retracing the spelling from the beginning, but in retracing there can be NO change of letters or their sequence from those first pronounced. If letters or their sequence is changed in the respelling, the speller will be eliminated. In other words, a speller can’t correct himself, even while it is still his or her turn.

4. The contest shall be conducted in rounds. Each speller remaining in the spelling bee at the start of a round shall spell one word in the round, except when there are two spellers remaining. (At that point, refer to Rule 6.)

5. If a word has one or more homonyms, the pronouncer will indicate which word is to be spelled. If the listed word is not properly identified, either by defining it or using it in a sentence, any correct spelling of any homonym of the word will be accepted.

6. When the number of spellers is reduced to two, the elimination procedure changes. At that point, when one speller misspells a word, the other speller shall be given an opportunity to spell that same word. If the second speller spells that word correctly, plus the next word on the pronouncer’s list, then the second speller shall be declared the champion.

If one of the last two spellers and the other, after correcting the error, misspells the new word submitted to him/her, then the misspelled new word shall be given to the first speller. If the first speller then succeeds in correcting the error and correctly spells the next word on the list, then he or she becomes the champion.

If both spellers misspell the same word, both shall continue in the contest and the one who first misspelled the word shall be given a new word to spell.

7. Protests may be filed by anyone (the speller, parent, teacher, etc.) wishing to reinstate a speller into the contest but will not be heard from any individual seeking to dislodge another speller from the competition. Deadline for filing a protest is before the speller affected would have received his/her word and he/she stayed in the contest. NO PROTEST will be entertained after that word has been given to another speller. Protests should be verbally made to a designated person immediately or upon completion of a round. It is especially important to speak up right away when there are only two or three spellers left.

8. Judges are in complete control of the competition. Their decisions are final. Spelling bees are not unlike sporting events in which referees call the plays as they see them. Players don’t always agree with the decisions or like them, but accept them as part of good sportsmanship.

9. This is the most important rule of all. Please have fun and relax, whether you’re a participant or a spectator.

Students had practiced for the competition for two months before it happened, through different types of spelling games. The students who didn't take part in the final could make posters to use on the final day to cheer for their classmates. All the words for the practice and the competition were taken from their English Books (in this case, Awesome and Mega). 1st, 2nd and 3rd places got gold, silver and bronze, respectively.

Concurso de soletração em inglês agita alunos do 6º ao 9º ano EF

19/06/12 18:00 - 

A final aconteceu no auditório Santa Bakhita

Conhecido como Spelling Bee, o concurso de soletração em inglês agitou os alunos do 6º ao 9º ano do Ensino Fundamental. A competição foi realizada por turma do Ensino Bilíngue, chegando até a semifinal, realizada em sala de aula. A final do torneio aconteceu em grande estilo no auditório Santa Bakhita com direito a torcida organizada e muita concentração dos finalistas.

O Spelling Bee é muito comum nos Estados Unidos, sendo praticado em muitas escolas e em programas de TV. Os liceístas tiveram a oportunidade de assistir a um episódio da série "According to Jim" que tratou justamento do tema. A ideia é que eles se habituassem com as regras e procedimentos do jogo antes de darem início efetivamente à competição.

As regras são simples: os concorrentes devem soletrar palavras corretamente, inclusive com a sua acentuação. No Liceu Santista, as palavras - constantes numa lista previamente montada pela coordenação - eram sorteadas, oferecendo as mesmas chances para todos os participantes.

Ensino Bilíngue

O Ensino Bilíngüe para alunos dos Ensinos Fundamental 2 e Médio tem uma carga horária diferenciada e dentro da grade curricular, ou seja, os estudantes não precisam voltar no período oposto para assistir às aulas, o que demanda melhor organização e otimização do tempo.

Os liceístas do 6º ao 9º ano têm aula de inglês cinco vezes por semana, o que significa que o contato diário com a língua fortalece a aprendizagem, de forma gradual e consciente. Com o objetivo de despertar no aluno o prazer pelo idioma inglês, as aulas são contextualizadas, com gramática inserida em circunstância real para o estudante, seguindo o método communicative approach (abordagem comunicativa). Todas as habilidades - listening (audição), speaking (fala), reading (leitura) e writing (escrita) – são estimuladas.

Fonte: Clique aqui

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