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METODOLOGIA DE ENSINO
DE LNGUA INGLESA II
Conteudista
Rosangela Ferreira Ramos
OS DIREITOS RESERVADOS
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Apresentao
Prezado(a) Aluno(a):
com grande satisfao que o(a) recebemos como integrante do corpo discente de nossos cursos de graduao, na certeza de estarmos contribuindo para sua formao acadmica e, consequentemente, propiciando
oportunidade para melhoria de seu desempenho profissional. Nossos funcionrios e nosso corpo docente esperam retribuir a sua escolha, reafirmando o compromisso desta Instituio com a qualidade, por meio de uma
estrutura aberta e criativa, centrada nos princpios de melhoria contnua.
Esperamos que este instrucional seja-lhe de grande ajuda e contribua para ampliar o horizonte do seu conhecimento terico e para o aperfeioamento da sua prtica pedaggica.
Seja bem-vindo(a)!
Paulo Alcantara Gomes
Reitor
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O presente instrucional est dividido em quatro unidades programticas, cada uma com objetivos definidos e
contedos selecionados criteriosamente pelos Professores Conteudistas para que os referidos objetivos sejam
atingidos com xito.
Os contedos programticos das unidades so apresentados sob a forma de leituras, tarefas e atividades complementares.
As Unidades 1 e 2 correspondem aos contedos que sero avaliados em A1.
Na A2 podero ser objeto de avaliao os contedos das quatro unidades.
Havendo a necessidade de uma avaliao extra (A3 ou A4), esta obrigatoriamente ser composta por todo o
contedo de todas as Unidades Programticas.
A carga horria do material instrucional para o autoestudo que voc est recebendo agora, juntamente com
os horrios destinados aos encontros com o Professor Orientador da disciplina, equivale a 30 horas-aula, que
voc administrar de acordo com a sua disponibilidade, respeitando-se, naturalmente, as datas dos encontros
presenciais programados pelo Professor Orientador e as datas das avaliaes do seu curso.
Bons Estudos!
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1 - Voc ter total autonomia para escolher a melhor hora para estudar. Porm, seja
disciplinado. Procure reservar sempre os mesmos horrios para o estudo.
2 - Organize seu ambiente de estudo. Reserve todo o material necessrio. Evite
interrupes.
3 - No deixe para estudar na ltima hora.
4 - No acumule dvidas. Anote-as e entre em contato com seu monitor.
5 - No pule etapas.
6 - Faa todas as tarefas propostas.
7 - No falte aos encontros presenciais. Eles so importantes para o melhor aproveitamento
da disciplina.
8 - No relegue a um segundo plano as atividades complementares e a autoavaliao.
9 - No hesite em comear de novo.
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SUMRIO
Quadro-sntese do contedo programtico .................................................................................................
09
11
UNIT I
TYPES OF METHODS .............................................................................................................................
13
UNIT II
HOW TO MAKE A LESSON PLAN .........................................................................................................
16
UNIT III
LESSON PLAN ...........................................................................................................................................
17
UNIT IV
AN EXAMPLE OF A LESSON PLAN .....................................................................................................
19
21
Gabarito ....................................................................................................................................................... 22
Referncias bibliogrficas ........................................................................................................................... 23
Sugesto de avaliao ................................................................................................................................. 24
Glossrio .....................................................................................................................................................
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Quadro-sntese do contedo
programtico
UNIDADES DO PROGRAMA
I - TYPES OF METHODS
II - HOW TO MAKE A LESSON PLAN
III - LESSON PLAN
IV - AN EXAMPLE OF A LESSON PLAN
OBJETIVOS
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Contextualizao da Disciplina
11
Neste instrucional, voc ter a oportunidade de conhecer um pouco da histria dos mtodos de ensino de
lngua inglesa.
Acreditamos que o estgio o marco referencial indissocivel dos cursos de graduao, a UCB procura oferecer ao aluno a vivncia prtica de situaes concretas, semelhantes s que ele ir enfrentar aps a concluso
do curso. Nessa perspectiva, conclui-se que a Metodologia de Ensino indispensvel para a vida profissional
do futuro educador, pois consiste em uma das oportunidades nas quais o estudante se defronta com a realidade
diria do processo ensino-aprendizagem e da dinmica prpria do espao escolar.
O objetivo da disciplina possibilitar ao estagirio contato direto com situaes reais que lhe permitam planejar, orientar, controlar e avaliar o processo ensino-aprendizagem de alunos em instituies de Educao Bsica
e/ou de outros ambientes socioeducativos.
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UNIT I
13
TYPES OF METHODS
O Mtodo da Traduo e Gramtica (The
Grammar-Translation Method)
Como o nome sugere, este mtodo enfatiza o ensino
da gramtica da lngua-alvo, sendo sua tcnica principal a prtica por meio da traduo e verso.
Principais caractersticas deste mtodo:
1. As aulas so ministradas na lngua materna do aluno, havendo pouco uso ativo da lngua-alvo.
2. Existe um foco principal na gramtica, na anlise da
forma e flexo das palavras.
3. A leitura de textos clssicos difceis feita em estgios iniciais.
4. A traduo da lngua-alvo para a lngua materna
um exerccio tpico.
5. Pouca ateno dada ao contedo dos textos, que
so tratados como exerccios de anlise gramatical.
6. Pouca ou nenhuma ateno dada pronncia.
7. No preciso que o professor saiba falar a lngua-alvo.
8. O resultado comum a inabilidade em se usar a lngua para comunicao oral.
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14
O Mtodo Estrutural-Situacional
(The Structural-Situational Method,
implementado a partir de 1960)
Caractersticas principais desse mtodo:
1. O contedo programtico possui importantes ligaes com o Mtodo Audiolingual, pois consiste em
uma sequncia de narrativas ou dilogos situacionais
(por exemplo, At the Customs), a fim de garantir
um contexto significativo para a prtica da lngua.
2. As estruturas gramaticais apresentadas sofrem
cuidadosa gradao e sequncia.
3. A prtica de estruturas (pattern practice) organizada em tabelas com vrias substituies a serem
exercitadas.
4. Evita a prtica mecnica e sem sentido.
5. A gramtica em termos estruturais apresentada
passo a passo.
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Exercise
15
1) Correlacione:
(1) Mtodo da Traduo e Gramtica
(2) Mtodo Direto
(3) Mtodo de Leitura
(4) Mtodo Audiolingual
(5) Mtodo Estrutural-Situacional
(6) Mtodo Cognitivo
(7) Mtodo Funcional
(
(
(
(
(
(
(
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16
UNIT II
HOW TO MAKE A LESSON PLAN
After reading the lesson you have to teach, you must
establish the aims or objectives for your lesson plan.
The objectives of a lesson may vary according to:
1) The level of teaching
a) elementary
b) intermediate
c) advanced
2) The kind of lesson to be taught depends on whether
the lesson is aimed at:
a) reading about activities
b) make questions according to answers given
c) vocabulary study
d) composition
e) dictation
f) drill
g) dialogues
Exercises
1) Suppose youre going to teach the following topics:
a) the use of the Simple Present and the Present Continuous;
b) the frequency adverbs. Write four aims for these items.
The students should be able to:
- establish differences between the Simple Present and the Present Continuous Tense;
- use the verbal structures correctly;
- explain rules of the Simple Present and the Present Continuous in a brief away;
- handle the structures of the Simple Present and Present Continuous;
- use the frequency adverbs correctly.
2) Suppose you have to introduce the following lesson:
Mr. Shaw: Are you Mr. and Mrs. Silva?
Mr. Hill: No, we arent.
Mr. Shaw: Who are you?
Mr. Hill: We are Mr. and Mrs. Hill!
- Write the aims for your lesson.
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- What were the grammar topics youve chosen?
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UNIT III
17
LESSON PLAN
When you make a lesson plan, you must know some
elementary notions on the most used terms about it:
Exercises
1)Whats an approach?
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2) What are the most used approach?
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3) When do you use the Inductive Approach?
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18
4) How can you explain this text, using the Inductive Approach? And the Deductive Approach?
Mr. and Mrs. Sugar are Brazilian. Theyre husband and wife. Mrs. Sugar is a secretary at a big international
firm. Mr. Sugar is a teacher at a good private school in Ipanema. They live in Rio de Janeiro, of course.
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5) Whats a technique?
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6) Why is the Inductive Approach preferred to the Deductive one?
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7) Is it possible to use both approaches in the same lesson presentation?
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UNIT IV
19
Bibliography
AMOS, Eduardo e PRESCHER, Elisabeth. ACE student book 4. So Paulo: Longman, 1996.
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20
Se voc:
1)
2)
3)
4)
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Glossrio
21
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22
Gabarito
Unit I
1) 6 5 4 3 2 1 7
Unit II
Suggestion:
The students should be able to use the verb to be in the affirmative, negative and interrogative forms;
to use the interrogative pronoun Who correctly;
to establish differences between the treatment pronouns: Miss, Mrs., Mr.
Grammar topics:
Verb to be (aff., neg. and int. forms)
Interrogative Pronoun Who
Treatment Pronouns: Miss, Mrs., Mr.
Unit III
1. Its a special way of presenting a topic of a lesson.
2. Deductive and Inductive Approaches.
3. When the teacher has at most 30 students in class.
4. (Pessoal)
5. Theyre varied types of teaching everything in a classroom.
6. Theyre varied types of teaching everything in a classroom. The aim is to give the students a chance of
participating either orally or even in written way.
7. Yes, it is. If our students are unable to arrive at a conclusion.
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Referncias Bibliogrficas
23
BROWN, H. Douglas. Teaching by principles: an interactive approach to language pedagogy. 2 ed. Harlow:
Longman, 2000.
BRUMFIT, C. MOON, J. TONGUE, R. Teaching English to Children. London: Collins, 1991.
DOFF, Adrian. Teach English. 7 ed. Great Britain: Cambridge University Press, 1988.
ELLEIS, Rood. Second Language Acquisition. Oxford: Oxford University Press, 1997.
FILHO, Jos Carlos de Almeida (org.). O Professor de Lngua Estrangeira em Formao. So Paulo: Pontes, 1999.
HARMER, Jeremy. How to teach English. Harlow: Longman, 1998.
HOLDEN, Susan & ROGERS, Mickey. O Ensino da Lngua Inglesa. 2 ed. So Paulo: SBS, 2002.
LIGHTBOWN, Patsy & SPADA, Nina. How Languages are Learned. 2 ed. Oxford University Press, 2003.
LOPES, Luiz Paulo da Moita. Oficina de Lingstica Aplicada. Campinas: Mercado de Letras, 2002.
MATOS, Francisco Gomes de. Criatividade no Ensino de Ingls. So Paulo: Disal, 2004.
PAIVA, Vera Lcia (org.). Ensino de lngua inglesa: reflexes e experincia. Campinas: Pontes/Belo Horizonte: UFMG, 1996.
RICHARDS, Jack & RODGERS, Theodore. Approaches and Methods in Language Teaching. 2 ed. Cambridge: Cambridge University Press, 2001.
______. Methodology in Language Teaching. Cambridge: Cambridge University Press, 2002.
SCRIVENER, Jim. Learning Teaching. Great Britain: Heinemann, 1994.
SOUZA, Donaldo B. & FERREIRA, Rodolfo (org.). Bacharel ou professor: o processo de reestruturao dos
cursos de formao de professores no Rio de Janeiro. Quartet, 2000.
THORNBURY, Scott. About Language. Cambridge: Cambridge University Press, 1997.
TOTIS, Vernica Pakrauskas. Lngua Inglesa: Leitura. So Paulo, Cortez, 1991.
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24
Sugesto de Avaliao
Text: Crazy Love
I met her when I was 16. A common friend introduced us. Did she like me? Yes, she did. Did I like her?
No, I didnt like her. I loved her. It was passion, love at first sight. She really drove me crazy. And I didnt know
how to live without her.
But the world didnt want that love. My parents didnt approve of it, so I had to see her secretly. And when that
became impossible, I didnt know what to do. I wanted her, I needed her, so when I didnt have her, things really
got out of control. I wrecked the car, I broke all the doors and windows in my room, I almost killed my sister.
Why did I do that? I had a passion for her, I went crazy when I didnt have her.
Today Im 45. Im a terminally ill patient in a hospital, and I know Im going to die pretty soon. Theres no
one around me now: no family, no friends and of course shes not here now.
Did I tell you her name? Cocaine.
I owe her my love, my life, my destruction and my death.
Freddie Mercury
1) Based on the text, pick out grammar items.
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2) Write the aims.
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3) Suppose youre going to present the text. What ways you use to present it? What approach would you
choose to present it in a class of 40 students? Explain?
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4) Now youre going to present the same text and the class has 25 students. Choose the way(s) and the approach to present it and justify your choice in a brief way.
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