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Assinale a alternativa que apresenta aspectos em que o autor não associa arte à linguagem.
“Uma metodologia do ensino e aprendizagem constituem-se em um conjunto de ideias e teorias educativas em arte formadas em opções e atos que são concretizados em projetos ou o próprio desenvolvimento das aulas de arte. São ideias e teorias baseadas ao mesmo tempo em propostas de estudiosos da área e em nossas práticas escolares em artes e que se cristalizam em propostas e aulas.”
FUSARI, Maria F. R; FERRAZ, Maria Heloísa C. de T. Metodologia do ensino da arte. São Paulo: Cortez, 1993. p. 98.
Tendo em vista esse trecho e livro, relacione a COLUNA II com a COLUNA I, associando os componentes curriculares básicos a seus respetivos conceitos.
COLUNA I 1. Objetivos educacionais em arte 2. Conteúdos escolares em arte 3. Métodos de ensino e aprendizagem em arte 4. Meios de comunicação escolares em arte COLUNA II
( ) Explicitam ações culturais e diversos meios didáticos produzidos que possibilitam a assimilação do ensino da arte. Essas ações são selecionadas para a ação educativa seja presencial ou a distância, para docentes, discentes, etc. O uso pedagógico de combinações entre si durante o processo é sempre avaliável.
( ) Explicitam ações culturais essenciais selecionados pelos professores. As ações e seus conhecimentos devem ser selecionados conforme avaliação prévia com o olhar docente sobre a produção histórica da arte. Faz parte do objeto de estudo no fazer artístico pessoal a produção de produtos artísticos.
( ) Explicitam ações culturais mais essenciais e abrangentes que os alunos devem ser capazes de praticar à medida que dominam os saberes e convicções artísticas e estéticas. Indicam possibilidades que ajudem o aluno a se formar como cidadão cultural no mundo contemporâneo.
( ) Explicitam ações culturais caracterizadas por “modos pedagógicos de fazer”. As ações culturais organizam-se considerando a assimilação e o desenvolvimento do processo de produção e de entendimento sensíveis-cognitivos da arte que os alunos vivenciam e passam a conhecer.
Assinale a sequência correta.
Para estudar arte na escola, Fusari e Ferraz (2000) consideram que o arte-educador precisa ter em mente procedimentos de ensino e aprendizagem intencionalmente escolhidos para uma única finalidade: o conhecimento da arte como um saber. As autoras propõem, para um planejamento de atuação docente voltado para a experiência e crescimento artístico do estudante, etapas para as ações pedagógicas e metodológicas.
ConformeFerraz (2000), analise as etapas metodológicas para um planejamento docente pa ra a escola.
I. Conhecer a prática social e cultural vivida pelos alunos com relação aos aspectos artísticos, estéticos e históricos, abordados nas unidades de programa; identificar ao mesmo tempo o que lhes falta ainda saber sobre o assunto
II. Organizar atividades de ensino e aprendizagem que permitam o aprofundamento dos conteúdos escolares em arte por meio de elaborações práticas e teóricas nas dimensões artísticas estéticas.
II. Verificar o estágio em que se encontra o conhecimento estético e artístico dos alunos após as intervenções educativas prático-teóricas para elencar, classificar e selecionar os alunos talentosos.
Sobre essas etapas, estão corretas as afirmativas
“A arte é importante na escola, principalmente porque é importante fora dela. Por ser um conhecimento construído pelo homem por meio do tempo, a arte é um patrimônio cultural da humanidade e todo ser humano tem direito ao acesso a esse saber.”
MARTINS, M; Picosque, G; Guerra, M. T. Didática de ensino de arte – a língua do mundo: poetizar, fruir e conhecer arte. São Paulo: FTD, 1998. p. 13.
Considerando esse contexto, analise as seguintes afirmativas e a relação proposta entre elas.
I. Tratar a arte como conhecimento é o ponto fundamental e condição indispensável para o enfoque do ensino de arte na escola,
PORQUE
II. isto significa articular três campos conceituais da arte para seu ensino: a criação / produção, a percepção / análise e o conhecimento da produção artísticoestética da humanidade, compreendendo-a histórica e culturalmente. Esses três campos conceituais estão presentes nos PCNs-Arte e são denominados, respectivamente, produção, fruição e reflexão.
A respeito dessas afirmativas, assinale a alternativa
correta.
“A arte não tem importância para o homem somente como instrumento para desenvolver sua criatividade, sua percepção etc., mas tem importância em si mesma, como assunto, como objeto de estudo.”
BARBOSA, Ana Mae. Teoria e prática da educação artística. São Paulo: Cultrix,1990/95. p. 113.
Considerando o significado que se dá à arte na Educação, Fusari e Ferraz, no livro Metodologia do ensino da arte (1993), corroboram com Barbosa (1990/95) sobre o sentido que se dá à arte e o que com que ela tenha um espaço inclusive na educação em geral e também na escola.
Para as autoras, essa importância primeiramente é devida à
“Na arte, as formas expressivas são sempre formas de estilo, formas de linguagem, formas de condensação de experiências, formas poéticas [...]”
OSTROWER, Fayga. Acasos e criação artista. Rio de Janeiro: Campus, 1995. p. 17.
De acordo com Ostrower, assinale a alternativa que não se enquadra ao conceito de formas expressivas na arte.
Considerando o sentido e a importância de ensinar arte na escola, assinale com V as afirmativas verdadeiras e com F as falsas, conforme FERRAZ, Maria Heloísa C. T.; FUSARI, Maria F. R. Arte na educação escolar. São Paulo: Cortez, 2000.
( ) Se arte é invenção, ela é também produção, trabalho e construção, uma vez que inclui o artista, a obra de arte, os difusores comunicacionais e o público.
( ) Aconcepção de arte está diretamente relacionada com o ato de criação da obra de arte a partir da reprodução de outras obras. O público é o expectador e o receptor que observa.
( ) Uma obra de arte é feita para ser exposta no mundo cultural e num determinado contexto histórico-social. Por essa razão, essa obra artística se encontra protegida em instituições que a aguardam e a protegem do acesso público.
( ) O principal sentido da obra está na sua capacidade de retratar seu processo histórico e de seu próprio autor e, ao mesmo tempo, ser por ele determinado, justificando, assim, sua relação com o belo e com outras obras.
Assinale a sequência correta.
“É com a gramática da linguagem da arte que se trabalha no fazer artístico para abstrair dela uma forma expressiva que será percebida como imagem sonora, gestual ou visual, tornando presentes nossas próprias ideias.”
MARTINS, M; Picosque, G; Guerra, M. T. Didática de ensino de arte – a língua do mundo: poetizar, fruir e conhecer arte. São Paulo: FTD, 1998, p. 130.
Com relação à gramática da linguagem da arte e suas formas expressivas, assinale a alternativa incorreta.
Conforme os Parâmetros Curriculares Nacionais para o Ensino da Arte escolar (BRASIL, 1998), sobre o conhecimento artístico como produção e fruição, assinale com V as afirmativas verdadeiras e F as falsas.
( ) As formas artísticas apresentam análises objetivas de obras construídas em imagens concretas (visuais, sonoras, corporais ou de conjuntos de palavras, como no texto literário ou teatral).
( ) A forma artística é uma combinação de imagens que são objetos, fatos, questões, ideias e sentimentos, ordenados pela objetividade da matéria articulada à lógica do imaginário.
( ) O artista seleciona, escolhe, reordena, recria, reedita os signos, transformando e criando novas realidades. Ele pode fazer uma árvore azul, o céu verde, aludir com sons à ideia de uma catedral.
( ) A arte representa e descreve a realidade, é como uma realidade percebida, fotografada, idealizada, bela. O artista relata a realidade como ela é para apresentar o mundo como ele é.
Assinale a sequência correta.
Em Porque Arte–Educação (JUNIOR, 1998), ao decompor o termo arte–educação em seus elementos constituintes, seu autor encontra um ponto em comum: a criação de um sentido para as nossas vidas. No jogo entre o sentir e o pensar, a aprendizagem se formula como um processo em que transformamos nossas experiências em símbolos, abstraindo delas seus significados.
Sobre a aprendizagem, inclusive, no âmbito da arte e segundo esse autor, assinale a alternativa incorreta.
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
Use the target language in lessons
The more you expose your students to the target language, the better. Immersing your students in the target language helps them use it more independently and this can lead to increased confidence and better vocabulary. Students enjoy listening to ‘real people’ speaking the target language, so get your colleagues involved. If a teacher with some knowledge of the target language comes into your classroom, involve them in the immersive experience. Encourage students and staff to use the language, even if they make mistakes, and emphasise that communication is the key.
Encourage students to adopt a hands-on approach to language learning
Students need to be involved in tasks they find interesting in an environment where active and successful learning is encouraged. Students make the most progress when they are enjoying themselves. Competitions and quizzes keep motivation levels high, and rewards for communicating in the target language in the various skill areas offer chances for constant self-improvement. The smallest of tasks, such as matching pictures to words or phrases, or even word searches, can be turned into competitions – against the clock, first to finish, fastest class, etc.
Some of their favourite lessons were ones like running dictation. They worked in pairs: one student would read a piece of text that I had taped to the wall at one end of the classroom, then run back and repeat it to their partner who would write it down. They really enjoyed active tasks. Students also liked activities such as ‘Who am I?’ where each student has a post-it note with the name of a famous person on it on his or her forehead. Students walk around the classroom and can only ask questions which require a yes or no answer, such as ‘Am I a man?’. Competitions to see who can guess the most famous names in a certain amount of time always work well.
Never forget, grammar is the foundation for building language skills
Communication is a crucial part of language and so is grammar; they need each other. Effective lessons strike this balance between the two so that students can learn, enjoy and make progress in their target language.
Grammar is the foundation for building language skills. Learning grammar enables students to speak and write more accurately, confidently and fluently. I have found that asking students to explain grammar rules to each other and to the rest of the class gives them more confidence. It also indicates to the teacher whether the grammar needs clarifying or explaining. By teaching each other, they also consolidate their own knowledge or discover holes that need filling.
Bring language and culture alive in the classroom
Highlighting cultural as well as linguistic differences is an essential part of language-learning. It can spark your students’ interest and encourage independent learning. Teach your students about the countries where the target language is spoken, as well as the language itself. Have your students seen any foreign television programmes or films? What do they already know about the cultures of the countries where the target language is spoken? What else do they want to learn?
Bringing the language and culture of the countries where the target language is spoken into the classroom means your students become more motivated to learn. Organising email pen pal correspondence offers a way for students to learn about their peers abroad. The practical challenge of writing to them and understanding their replies will provide an added incentive to further their language skills. Cultural trips to the cinema or to a country where the target language is spoken show students that the target language is spoken in the real world and has practical uses.
Available at: <https://www.britishcouncil.org/voices-magazine/
essential-tips-teachers-modern-languages>. Accessed on:
March 1st, 2019 (Adapted).
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