Inglês: prática em sala de
aula
Natalia Braguez (UCB)
Realidade Brasileira
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Crise na leitura (dificuldade ler e
interpretar)  PISA, 2000; INAF, 2007;
SAEB, 2006
- Não conseguem...
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interpretar textos de diferentes gêneros;
relacionar tese e argumentos em textos longos;
estabelecer relações de causa e conseqüência;
identificar efeitos lingüísticos e recursos
estilísticos em textos imaginativos;
- atuar como produtores de textos de forma
crítica e consciente.
INAF
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Mede os níveis de alfabetismo funcional
da população brasileira
Faixa etária: 15 a 64 anos
Instrumentos: entrevistas domiciliares,
onde são aplicados questionários e
testes práticos
A cada ano é aplicada uma prova
SAEB
 Coordenado pelo Instituto Nacional de Estudos e
Pesquisas Educacionais
 Realizado, a cada dois anos, em uma amostra
probabilística representativa dos 26 estados
brasileiros e do Distrito Federal
 A cada aplicação são pesquisados aproximadamente
700 municípios, 3.000 escolas públicas e privadas,
25.000 professores, 3.000 diretores e 220.000 alunos
do Ensino Básico
 Ensino Básico = do 5º ao 9º segmento do Ensino
Fundamental e da 3ª série do Ensino Médio
 Disciplinas abordadas: Língua Portuguesa,
Matemática e Ciências
PISA
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Avaliação internacional de habilidades e
conhecimentos de jovens de 15 anos
Objetivo principal: aferir até que ponto os
alunos próximos do término da educação
obrigatória adquiriram conhecimentos e
habilidades essenciais para a participação
efetiva na sociedade
No ano de 2000, 32 países participaram do
primeiro ciclo do Pisa. Em 2006 foram 57
países, abrangendo mais de 400.000 alunos.
Frequência: a cada três anos
E o ensino de Inglês?
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Reflita em pares
Na escola onde cursou o ensino Médio
você tinha aulas de Inglês?
Como eram estas aulas?
Você gostava desses momentos?
Como é ou você imagina que seja a
prática docente em Inglês hoje?
Em pares...
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Liste atividades que você implementaria
em suas aulas para que elas se
tornassem mais adequadas.
Considere seu “grupo imaginário”
cursando o ensino Médio, 1º ano, de
uma escola pública Municipal ou
Estadual do Rio de Janeiro, capital.
SOLUÇÕES?
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Como você gostaria que o ensino de
línguas fosse encarado pelos alunos de
escolas daqui há 10 anos?
O Inglês Instrumental - ESP
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Definition: . Some people described ESP as simply being the teaching of
English for any purpose that could be specified. Others, however, were
more precise, describing it as the teaching of English used in academic
studies or the teaching of English for vocational or professional purposes.
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Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
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Variable Characteristics
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1. ESP is defined to meet specific needs of the learners
2. ESP makes use of underlying methodology and activities of the
discipline it serves
3. ESP is centered on the language appropriate to these activities in
terms of grammar, lexis, register, study skills, discourse and genre.
1. ESP may be related to or designed for specific disciplines
2. ESP may use, in specific teaching situations, a different methodology
from that of General English
3. ESP is likely to be designed for adult learners. It could, however, be for
learners at secondary school level systems
The grownth of ESP
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From the early 1960's, English for Specific Purposes (ESP) has grown to
become one of the most prominent areas of EFL teaching today. Its
development is reflected in the increasing number of universities
offering an MA in ESP (e.g. The University of Birmingham, and Aston
University in the UK) and in the number of ESP courses offered to
overseas students in English speaking countries.
There is now a well-established international journal dedicated to ESP
discussion, "English for Specific Purposes: An international journal",
and the ESP SIG groups of the IATEFL and TESOL are always active at
their national conferences.
Is ESP different from General English?
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Hutchinson et al. (1987:53) answer this quite simply, "in theory
nothing, in practice a great deal". When their book was written, of
course, the last statement was quite true. At the time, teachers of
General English courses, while acknowledging that students had a
specific purpose for studying English, would rarely conduct a needs
analysis to find out what was necessary to actually achieve it.
Teachers nowadays, however, are much more aware of the
importance of needs analysis, and certainly materials writers think
very carefully about the goals of learners at all stages of materials
production. Perhaps this demonstrates the influence that the ESP
approach has had on English teaching in general. Clearly the line
between where General English courses stop and ESP courses start
has become very vague indeed.
The future of ESP
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If the ESP community hopes to grow and flourish in the future,
it is vital that the community as a whole understands what ESP
actually represents. Only then, can new members join with
confidence, and existing members carry on the practices which
have brought ESP to the position it has in EFL teaching today. In
Japan in particular, ESP is still in its infancy and so now is the
ideal time to form such a consensus. Perhaps this can stem
from the Dudley-Evans' definition given in this article but I
suspect a more rigorous version will be coming soon, in his
book on ESP to be published in 1998. Of course, interested
parties are also strongly urged to attend the next Japan
Conference on ESP, which is certain to focus again on this topic.
Momento de reflexão
 Considere
os exemplos de atividades de ESP
entregues a você e resolva as questões com
seu grupo. (Vocês têm 20 minutos)
Em grupos, leia e discuta:
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Qual é sua percepção sobre os temas abordados?
Você atua em sala de aula? Se sim, percebe os efeitos
da crise de leitura?
Você acha que o Inglês geral ou o Inglês Instrumental
seria melhor para aplicarmos em escolas ? De que forma
e por que?
Types of writing
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Expository writing is where the author intends to inform,
explain, describe or define their subject to you. This is the most
common type of writing you will find in text books and online.
As the author is mostly trying to tell you all about the subject,
their opinions are left out leaving you with facts and figures
instead of trying to defend or support an opinion. An example of
expository writing is "How-to" articles, where the author is
explaining how to build or do something yourself.
Descriptive writing uses a lot of great visual words to help you
see the person, place or thing they are writing about. The
writing can be poetic at times, and explain things in great detail.
When you are reading descriptive writing you feel as if you are
there or can actually picture in your mind what they are
describing. Metaphors, similes and symbols are often used in
descriptive writing.
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Persuasive writing takes on the opinion of the writer or issue the
writer is writing for. This is considered biased material and is
most often found in advertising. You know all of those
commercials you see on television? Behind all the talk and
messages is a persuasive writer. Always make sure you do
background research when reading this type of material, as
every story has two sides
ESSAY
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Persuasive/argumentative essay. Makes a claim or takes a
position and backs it up with statistics, expert opinions, and
other evidence. You may review an opposing review and explain
why it is wrong and you are right.
Comparison essay. Demonstrates similarities and differences
between two topics.
Descriptive essay. Explains what, why, how, when, and where
of a topic. For example, a descriptive essay about a tree would
explain what it’s made of, why it grows, when it grows, and so
on.
Evaluation essay. Describes a thing or event and explains its
importance, value, and/or relevance. Did you like this thing?
Why?
Narrative essay. Tells a story in a sequence of events. There
should be some point, lesson, or idea gleaned from this
HOMEWORK
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WRITE NA ESSAY ON THE EDUCATION
SYSTEM IN BRAZIL
OR
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WRITE NA ESSAY ON THE BEST
APPROACH TO TEACH ENGLISH IN
BRAZIL
References
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Dudley-Evans, Tony (1998). Developments in English for Specific
Purposes: A multi-disciplinary approach. Cambridge University
Press. (Forthcoming)
Hutchinson, Tom & Waters, Alan (1987). English for Specific
Purposes: A learner-centered approach. Cambridge University
Press.
Johns, Ann M. & Dudley-Evans, Tony (1991). English for Specific
Purposes: International in Scope, Specific in Purpose. TESOL
Quarterly 25:2, 297-314.
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In
M. Tickoo (Ed.), ESP: State of the art (1-13). SEAMEO Regional
Language Centre.
Artigo base
English for Specific Purposes: What
does it mean? Why is it different?
Laurence Anthony Dept. of Information and
Computer Engineering, Faculty of Engineering
Okayama University of Science, 1-1 Ridai-cho,
Okayama
700,
Japan
anthony
'at'
ice.ous.ac.jp