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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. O Globo, 21/05/2011.

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TECNOLOGIA COMO UMA FERRAMENTA PODEROSA NO APRENDIZADO DE IDIOMAS

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  1. 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 E-MAILS? VOCÊ TEM CERTEZA QUE SABE ESCREVER E-MAILS 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, theabilityofwritingproperly, according to contextual demands, is essential. Suchabilitycanmakethedifferenceatthemomentyouapply for a joboraninternship. • Do youknowthedifferencebetweenwritingan e-mail to peopleclose to you – as friends, parents, schoolmates, boy orgirlfriend – andwritingan e-mail asking for a job in a big companyoraninternshipata university? • Do youknowthedifferencebetween formal and informal writings? • Ifyou are in doubtaboutsuchsubjectsandwant to learn more aboutwritingan e-mail properly, you are invited to participateofthiscourse.

  7. TASKS First: • Divide into four groups (maximumof four students in eachgroup). Second: • TwogroupsshouldchooseWriting a Formal e-mail andtheothertwoWritingan Informal e-mailanddistributethe role according to thefollowingoptionsoftasks:

  8. TASKS Writing a Formal e-mail Writing an Informal e-mail • 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: • Thetasksmustbemade in oneweek. Fourth: • Atthesecondweek, thestudentsshouldexchangetheire-mails to beanalisedbygroup, foccusing in therightandproper use ofwordsandsentencesaccording to thecontext. Fifth: • Atthethirdweek, eachgroupwill show its respectiveanalysesofwritingan e-mail properlyand role play thesituation in class.

  10. RESOURCES • More informationsabouthow to write e-mail properlyyoucanfind in thefollowing sites: • http://www.englishtown.com.br/community/channels/article.aspx?articlename=184-email • http://www2.elc.polyu.edu.hk/CILL/eiw/e-mail.htm • http://www.wikihow.com/Write-an-Email-to-a-Friend • http://catho.com.br/jcs/inputer_view.phtml?id=9014 • http://transparent.com.br/ingles/negocios/como-escrever-e-mails-em-ingles-avancado • http://www.wikihow.com/Write-a-Formal-Email • http://www.youtube.com/watch?v=9KTXjWHrQFM

  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) e-mail. ( ) 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 e-mails were sent to? __________

  13. EVALUATION

  14. CONCLUSION ARE YOU NOW ABLE TO WRITE AN E-MAIL 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 e-mail • write a formal e-mail 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

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