TECNOLOGIA COMO UMA FERRAMENTA PODEROSA NO APRENDIZADO DE IDIOMAS

Apresentação em tema: "TECNOLOGIA COMO UMA FERRAMENTA PODEROSA NO APRENDIZADO DE IDIOMAS"— Transcrição da apresentação:

1 TECNOLOGIA COMO UMA FERRAMENTA PODEROSA NO APRENDIZADO DE IDIOMAS
Universidade do Estado do Rio de Janeiro Instituto de Letras Departamento de Língua Inglesa TECNOLOGIA COMO UMA FERRAMENTA PODEROSA NO APRENDIZADO DE IDIOMAS Clarissa Moreira Jamison Menezes de Souza Pamela Veiga Tatiana Ramos

2 O Globo, 21/05/2011

3 O USO DA INTERNET NO PROJETO EDUCACIONAL
Os recursos tecnológicos devem ser aliados à prática pedagógica para ajudar o aluno a construir conhecimento. A internet oferece uma quantidade enorme de informações, mas para que elas se tornem conhecimento é necessário que haja o processo de aprendizagem. WebQuest é uma metodologia educacional que utiliza a internet, na qual os professores orientam os alunos no aprendizado de determinado tema/conteúdo, sugerindo os caminhos a tomar para a aquisição de conhecimento.

4 O USO DA INTERNET NO PROJETO EDUCACIONAL WebQuest
VOCÊ SABE ESCREVER S? VOCÊ TEM CERTEZA QUE SABE ESCREVER S QUE SEJAM ADEQUADOS, DE ACORDO COM A SITUAÇÃO, O CONTEXTO? CLARO QUE SEI! HUMM!

5 WebQuest: Writing e-mails properly, according to the context

6 INTRODUCTION Nowadays, the ability of writing properly, according to contextual demands, is essential. Such ability can make the difference at the moment you apply for a job or an internship. Do you know the difference between writing an to people close to you – as friends, parents, schoolmates, boy or girlfriend – and writing an asking for a job in a big company or an internship at a university? Do you know the difference between formal and informal writings? If you are in doubt about such subjects and want to learn more about writing an properly, you are invited to participate of this course.

7 TASKS First: Divide into four groups (maximum of four students in each group). Second: Two groups should choose Writing a Formal and the other two Writing an Informal and distribute the role according to the following options of tasks:

8 Writing a Formal e-mail
TASKS Writing a Formal Writing an Informal Student: Ask for information about internship at a university. University employee: Give information about the internship at the university. Friend 1: Invite someone to be your friend at a relationship website. Friend 2: Answer the invitation showing you are interested in being his/her friend.

9 TASKS Third: The tasks must be made in one week. Fourth:
At the second week, the students should exchange their s to be analised by group, foccusing in the right and proper use of words and sentences according to the context. Fifth: At the third week, each group will show its respective analyses of writing an properly and role play the situation in class.

10 RESOURCES More informations about how to write properly you can find in the following sites:

11 ASSESSMENT Besides the group assessment, in which the students will be able to expose their analyses and exchange their opinions, they will be submitted to an individual assessment, as follows:

12 ASSESSMENT Decide which sentences were used in a formal (F) or an informal (I) . ( ) I’d like to ask you a favour. ( ) I’m writing to enquire about ... ( ) Could you put me up for a few days? ( ) There’s something else I’d like to ask you. ( ) I have a further request. ( ) Thank you for your consideration. ( ) I look forward to your reply. ( ) I hope that’s all right. ( ) Cheers. Are you able to define whom the s were sent to? __________

13 EVALUATION EXCELENT VERY GOOD GOOD YOU CAN DO BETTER CRIATIVITY
COHERENCE PROPER USE OF LANGUAGE ROLE PLAY

14 CONCLUSION We hope that, by the end of this course, you are able to:
ARE YOU NOW ABLE TO WRITE AN PROPERLY, ACCORDING TO THE CONTEXTUAL DEMANDS? WE HOPE SO! We hope that, by the end of this course, you are able to: identify the differences between a formal and an informal write a formal according to the contextual demand.

15 CREDITS This WebQuest was elaborated by Clarissa Moreira, Jamison Menezes de Souza, Pamela Veiga and Tatiana Ramos, students of the course “Use of Technology in English Teaching” at the Universidade do Estado do Rio de Janeiro (UERJ), under guidance of Janaína Cardoso. This WebQuest was created to work in High School with a intermediate English level students. Rio de Janeiro, May 2011