Sabemos que a gastronomia reflete os costumes de um povo, influenciada pelos aspectos culturais e até políticos e religiosos. São temperos, sabores, texturas, cores e cheiros característicos de cada nação. E o que dizer então do café da manhã? Aquele momento em que começamos o dia, e queremos algo gostoso, quentinho e, pelo menos no Bras...
Luiz Agrizi's insight:
Food + culture = tasty learning. Video show how different breakfast menus are around the globe.
Aim: bare infinitive or gerund after verbs of sense.
Teacher asks students to close their eyes, and produces continuous sounds as walking or talking, then tells them to open their eyes and asks: "What did you hear?" to elicit or present , for instance, "I heard you walking round the room, " I heard you talking" . Then, Teacher repeats the process , but this time drops a book on the ground or opens the door, producing a single sound and asks again : "What did you hear?" This is to revise or present the contrast between, "I heard you walking round the room" versus " I heard you drop the book". This activity can also be done with "see" ( ask the students to look out of the window or go to the school lounge and tell you what they saw.
Teachers around the world are catching onto new learning technology, primarily focusing on tablets ... Sam Gliksman has written the black-and-yellow handbook to help simplify the iPad in Education. In addition to highlighting innovative lesson plans and informative anecdotes, Gliksman aims to promote an overall educational philosophy, one that integrates new technology rather than forcing it. The book will be out in January, but TabAdapt got a first look at what’s inside.
Have you had the opportunity to discuss environment issues with your students?
Since the global conference on environment Rio +20 is fast approaching, we have created this activity.
Material needed: Mobile phones
a) Students are going on a walk around the branch and they have to capture still photographic images of behaviors that are not environmentally friendly.
Tell them to have sharp eyes to spot problems. Their images should be focused and reflect behaviors that have a negative impact on the environment. Besides taking photos, students can capture their observations orally or textually on their mobile devices, making use of their mobile audio recorders or note apps.
b) Have students upload their photos onto Linoit (www.linoit.com) - (They can do that at home and teachers continue the activity next time they meet.)
c) Invite students to show their pictures and describe them. In pairs, have them discuss about possible solutions and bits of advice to revert those problems.
For advanced students teachers can take this activity further:
Ask students to write newspaper articles in which they address the importance of having a positive attitude towards the environment. These can be transformed into newspaper-like texts on Fodey (www.fodey.com) you can print them out and have them posted on your classroom noticeboard.
This is an activity I really enjoy conducting in class. If foster loads of speaking and it's very engaging.
Language skills: Describing a problem, asking/giving adive, summarising.
1. Arrange your students in two groups. Make sure the groups have at least 6 students. If your class is small, put all learners together in a single group.
2. Each student get a piece of paper and briefly outlines a problem. It may be real or imagined but if it is as concrete as possible it makes the discussion closer to real life, of course. The shouldn't write their names on the slip so as not to cause any type of embarrassment.
Examples: I really can't get over my ex-girlfriend/ I find it really hard to concentrate at my home office/ I always leave everything ultin the last minute/ I want a divorce but I don't know how to tackle this problem with my husband.
3. Students fold the slips of paper and put them in a box or bag. One student in the group will act as a counsellor, so s/he will get a "problem" in the box or bag and give a piece of advice. Then, the others in the group will react and give some counselling as well. Note: We must tell students everyone should react and give advice , even if one's own problem is picked out. This way we guarantee the anonymity of the activity is assured.
4. If two groups are involved, once the discussion over one problem is over, both counsellors, one from each group , swap places and summarizes the problem in the "new group". Then, follow up bringing both problem in the whole class.
1 - Draw on the board a noughts and crosses grid with nine categories.
2 - Divide the class into two equal teams. Team A plays with a "0" and Team B with an X.
3 - Team A chooses a square (e.g. Can...) and makes a sentence using the word, e.g. Can you speak French? If the sentence is correct, rub out Can... and write 0 in that square. If it's wrong, Team B has only one chance to correct it. If this is right, they win the square and you write an X in it. Then it's Team B's turn.
4 - The first team to get a straight line of three Xs or 0s in any direction wins the game.
Suggestions for language practice: Write those points in the squares.
a. Does...? Were...? Are...? Is...? Has...? Was...? Did...? Would...? Could...?
b. Wh-? questions ( how often...? why...? where...? how many...? etc.)
c. past tense of irregular verbs ( students have to change form and make sentences in the past ).