Tabela de métodos

Method name: Grammar tranlation
Emphasis: Reading/ Writing/ Translation/ cosncience of grammar rules
Goal: develop the literacy mastery of L2
Strategy: memorization- the students think about the languague and not on the laguage
Usage of L1: It's quite prominant; they use translations sometimes
How this method is view nowadays: it's popular and sometimes it makes part of some L2 curricula.
Problems:Language is view just as a code

Method name: Direct method
Emphasis: Communicating
Goal: the second laguage will be acquired gradually with dialogues
Strategy: learn the second language as a child, classes carried using just the second laguage.
Usage of L1: There is no reliance with L1, and there are no translations
How the method is view nowadays:-
Problems: Grownth people don't learn exacly as a child.


Method name: Audiolingual
Emphasis: Condituioned Habits, the students are conditionated to respond correctly.
Goal: Develop natilike speaking ability
Strategy: conditioned habits( it's about memorization and pattern drills)
Usage of L1: Translation and references of L1 is not permited
How the method is view nowadays: It's rarely used
Problems: We can it's a mechanical mimicry and not a creative process

Method name: Communicative approach
Emphasis: Dialogues
Goal:Effective communication and comprehensible pronounciation
Strategy:Contextualization, they create situations to practice tha language
Usage of L1: it's accepted but unecessary
How the method is view nowadays:-
Problems: The real situation gets to artificial and it happens to the language too.


The method I work: I work with the total immertion approach and I think it works very well, I 've been working with this for just one month but I could notice that the second language is beeing acquired almost as a native language, there is only one problem I can see now: the teachers don't correct when students make some languague 2 mistakes, but I think it's not a big deal because they will learn as a nativelearners do, sometimes our children speak " Eu trazi" and if he/she lives in a place where everybody speaks "Eu trouxe" he/she will say teh "correct" form even he/she won't be oficially corrected.

Theory: Critical Literacy

The critical literacy is focused in the relationship betwen language and points of view. It's a way to show the reader that reading is linked with cultures, ideologies, values, social questions; it's a way to show that the reader should not be passive.
When we are reading a text we shoud ask some questions to analyse it with a critical point of view.

These are some questions:

1. Whose message is this? Who created or paid for? Why
2. Who is the target audience?
3. What part of the story is not being told?
4. What are the positive and negative messages presented?
5. Is presented any kind of lifestyle? Which one is presented?
6. What values is expressed?
7. Change the point of view, how could it be if other person tell the same text?

Leitura Crítica Respostas das atividades

Basic descontruction Questions

1- The music seems to tell the story of a poor boiy whom left his house looking for his dreams, and a better life (in a big city). The public which mpays for it and the one who wants to hear it are people looking for a better life and got frustraded ebcause he became a loser.

2- Poor and brave people looking for a better life. Keywords: I am just a poor boy/ I left my home seeking for a job/ Fighter/ boxer/ gloves traht laid him down

3- a story

4- The idological part: a voice that seems to say the american dream is not true, it doens't happen all the time otherwise it hardly happens, there are losers in the world and there are also people who needs some others people beliving in it to maintain teh system.

Intermediate questions

1-Target audience: young people, poor people, people who has the american dream, the winning desire, all people marginalized in the society. Keywords: poor, lies, running scared, bleeding, seeking out the poorer quarters.

2/ 3: idem 1 e 4 basic questions

4- Negative messages: there are losers in the world and consequently there are also winner, generally the explores ones.
Positive message: we can still fighting.

Advanced questions

1- It's not glamorizes. It's a "Maria" lifestyle, the poor people fighting for a life and seeking for a better life.
2- The value is teh descontruction and reflexion of american dream
3- Empower: People with a similar lifestyle and a critical sense
Dispower: The ones who wants the maintenance of the society
4-There's no midia interest
5- idem questions 3(intermediate)

The boxer analysis

This class we had done the boxer's song analysis

Conlusions' Summary:
The song is about the american dream where you can win the life, but that is not true there is always a space to lose, there is always somebody who loses. But the system needs people who belives in the winning and in the american dram

Música correspondente em português: Rapaz Latino americano- Belchior

Parody

Wordnet's (http://wordnet.princeton.edu/) Definition:

1-a composition that imitates or misrepresents somebody's style, usually in a humorous way.
2-humorous or satirical mimicry

Activity: Create a parody of another brick in the wall

Parody Another brick in teh wall

Parody:

Another tunic fall
We don't need more suppression.
We don't need no men’s control.
No dark sarcasm in our home.
Hey,fathers, leave those kids alone.
Not at all ! We're not another brick in the wall.
Not at all! We're not anther brick in the wall

Objectives

With this blog I should make a journal and a portifolio of my activities in HabilidadeIntegradas classes.

As I'm a little late the dates do not correspond with the activities

Let's try