Lista de prazeres de ler

Do Le Monde de 24 de Fevereiro de 2004.

“Ler  um  livro  na  cama  com  a  perna  direita  pressionada  contra  a  perna  esquerda  do  seu
amado(a) que também lê.
Ler o corpo do seu amigo(a) nas pontas dos dedos.
Ler ou reler os clássicos franceses na casa de banho.
Descobrir que um livro pode também ler-se ao contrário.
Ler  (um  pouco)  as  últimas  linhas  do  livro  quando  isso  assusta  um  pouco  e  queremos
apenas saber se a heroína sempre está viva no fim…
Ler Notas de Cabeceira pela enésima vez, mas agora não o exemplar da biblioteca, como
habitualmente, mas o seu, que acabou de comprar.
Ler ao mesmo tempo que fuma Dunhill.
Começar um livro quando o comboio parte e acabar mesmo antes da chegada.
Reler o seu livro preferido.
Ler as citações saborosas e copiá-las num caderno para as conservar como tesouros.
Ler a ultima página de um livro para conhecer o fim da história.
Olhar para qualquer pessoa a ler um livro de que se gosta.
Se  coleccionar  livros  antigos,  escolha  recortar  as  páginas  à  medida  que  lê  ou  escolha
recortar várias páginas de um só golpe.
Espere um pouco antes de virar a última página.
Gostar de um livro de que alguém de quem gostamos gostou.
Olhar para uma pilha de livros.
Pôr de lado livros em pilha para os ler amanhã, na próxima semana, no mês seguinte, em
suma, mais tarde.
Na biblioteca, olhe furtivamente para o seu vizinho quando lê Schopenhauer (sensível).
Ler a alguém.
Ler um livro de poesia a meia voz.
Esperar um livro que se tem muita vontade de ler.
Parar de ler e olhar para o céu.
Ler toda a noite.”


Já agora, Krashen (1984) arguiu que os exercícios de escrita são influenciados pelo prazer e pela instrução do aprendente.

Krashen, S. D. (1984). Writing: Research, theory and applications. Oxford: Pergamon Institute of English.

Ler e escrever para quê?

Qual é a diferença entre escrever num papel, cartão, ou areia, ou árvore... e escrever no suporte das páginas de um blogue?

Caminhos teóricos na leitura em L2

Reading and L2 Acquisition By Carol Fedyk Have you ever watched a child as she becomes enchanted with a story? The characters live in her imagination; the setting becomes imprinted in her mind's eye. Children learning English as a second language should have a portion of their class time dedicated to reading. Reading English texts will lead to increased language acquisition for the child learning English as a second language; the child will have an increased sense of confidence when reading, writing, and speaking English. Whether the student reads independently or is read to by the teacher, a designated reading time will increase her L2 acquisition. To aid in the discussion of reading and L2 acquisition, we must define the concept of language acquisition. Language is a method of communication whether written, oral or gestured, "the process by which human creatures communicate with each other" (Harlan and Hansen 330). Acquisition means "to gain by one's own effort" (Webster's Dictionary 5). For the purpose of this paper language acquisition is defined as a person using individual effort to learn and utilize the English language. In the article Helping ESL Students Improve Their Writing, it states "language acquisition theory means that reading and listening to a large amount of comprehensible English is essential to improving a student's English language ability" (2). Reading increases a student's competency and confidence when learning English as a second language. There are two aspects of language, the surface structure and the deep structure. The surface structure of language is the actual words, the black ink on white paper - the spoken word as noise. Smith labels the surface structure of language as the "physical aspect" (25) of communication. The deep structure of language is the association of the written words on paper with the meaning of those words; the interpretation of the spoken word into a mental representation of that word. Smith defines the deep structure of language as the "meaning of language." (25) Prior experience will affect a L2 student's individual deep structure of language. An example of the two structures of language can be found in the word 'cat'. When a child first encounters the written word cat, she first denotes the letters c-a-t (surface structure) to mean cat. Cat then invokes the image of a furry animal with whiskers (deep structure). Having seen a cat before will aid the L2 student's association between the word cat and the animal cat. There are two types of reading, oral and silent. Oral reading can be teacher or student led. Student led oral reading, the student reading out loud to the teacher or to the entire class, builds experience with the written word and a repertoire of spoken words within the English language. Student led oral reading increases the L2 student's confidence in oral usage of words and her ability to speak English. Teacher led oral reading, the teacher reading to the student(s), models proper word pronunciation, characterization, and inflection; "hearing stories has a direct impact on literacy development" (Krashen, Power of Reading 39). Listening to the teacher read aloud aids the student(s) in decoding for future silent reading sessions. Silent reading can also be referred to, according to Stephen Krashen, as Free Voluntary Reading (FVR). In many Canadian schools silent reading is also known as Uninterrupted Sustained Silent Reading (USSR). Both models are based on the same concept; the student chooses the material to be read and reads as a part of classroom time. As Krashen outlines in his text The Power of Reading, silent reading has been proven to be the primary source of vocabulary building. Reading, whether oral or silent, increases a better understanding of the surface and deep structure of the English language. This increased understanding of the English language will increase the L2 student's confidence when reading, writing and speaking English. Reading increases the student's exposure to the English language which in turn increases the L2 student's vocabulary knowledge. As a result the L2 student's general language competency also increases. Stephen Krashen is adamant that "FVR is … the way to achieve . . . advanced second language proficiency . . . the research in second language reading . . . strongly suggest that free reading in a second or foreign language is one of the best things an acquirer can do to bridge the gap from the beginning level to truly advanced levels of second language proficiency" (Power of Reading x). Providing a consistent time within the classroom for reading increases a student's motivation to continue to read, this further enhances all other outlined benefits of reading. Stephen Krashen states, "When second language acquirers read for pleasure, they develop the competence they need to move from the beginning 'ordinary conversational' level to a level where they can use the second language for more demanding purposes" (84). Reading increases the confidence of individual performance in English as a second language. Once a L2 student is confident reading English she will be more confident writing and speaking English. Providing a regular reading time within the classroom is necessary because "literature contributes to language growth and development" (Galda 7). A regular reading time also gives the student(s) the opportunity to apply already known or developing skills to their acquisition of English as a second language. As Palmer states in Second Language Acquisition in Childhood, "listening, practice, and repetition are the means by which children learn their first language, and these processes should be employed in second-language learning as well" (12). As Stephen Krashen discovered in his research, all learners of a new language "acquire language when we receive comprehensible input in a low anxiety situation, that is, when we understand what people say to us and when we understand what we read" (Dealing with English Fever 3). Reading gives each L2 student the opportunity to utilize and develop the skills necessary to become proficient with the English language. Reading, whether silent or oral, creates an opportunity for both L2 students and L2 teachers. Through reading on their own students are exposed to the English language and all its intricacies. By mastering the art of reading English, the students increase their ability to read, write, and speak English. By providing reading opportunities for the students, teachers create an atmosphere that facilitates learning. When students are able to learn in a relaxed, stress-free atmosphere they will excel in their education and be more willing to continue their learning opportunities outside the classroom. Bibliography Bell, Timothy. Extensive Reading: Why? And How? Internet TESL Journal. Retrieved October 14, 2003, from http://iteslj.org/Articles/Bell-Reading.html. Galda, Lee and Bernice E. Cullinam. Literature and the Child. Chicago: Wadsworth Thomson Learning, 2002. Geva, Ester and Ludo Verhoeven. "Introduction: The Development of Second Language Reading in Primary Children - Research Issues and Trends." Scientific Studies of Reading 4(4) 2000: 261-266. Harm, Michael W., Bruce D. McCandliss and Mark S. Seidenberg. "Modeling the Successes and Failures of Interventions for Disabled Readers." Scientific Studies of Reading 7(2) 2003: 155-182. Krashen, Stephen. "Dealing with English Fever." The Twelfth International Symposium on English Teaching.Taiwan, 2003 Krashen, Stephen. The Power of Reading: Insights from the Research. Colorado: Libraries Unlimited, Inc., 1993. McLaughlin, Barry. Second Language Acquisition in Childhood. New Jersey: Lawrence Erlbaum Associates, 1978. Smith, Frank. Understanding Reading. New Jersey: Lawrence Erlbaum Associates, 1988. Stewig, John W. Exploring Language with Children. Columbus: Charles E. Merrill Publishing Company, 1974. Verhoeven, Ludo. "Components in Early Second Language Reading and Spelling." Scientific Studies of Reading4(4) 2000: 313-330. Von Sprecken, Debra, Jiyoung Kim and Stephen Krashen. "The Home Run Book: Can One Positive Reading Experience Create a Reader?" California School Library Journal 23(2) 2000: 8-9.

Comments and questions? Please contact us. The International TEYL Journal is owned, published, and copyrighted © 2006 - 2012 Advanced Teacher Training. All rights reserved. Online ISSN 1705-6276 Print ISSN 1705-6268 CD-ROM ISSN 1705-6284

Começamos?

Vê esta história sem palavras:
Aventuras

1.º Põe-lhe um título.
Volta a visionar.

2.º Põe um nome ao herói e conta a (tua) sua história em, mais ou menos, 120 palavras.
Volta a visionar.

3.º Mudarias o título que lhe deste? Faz se achares conveniente.

4.º Mereceria um poema musicado? Elabora um refrão, com versos de 7 sílabas métricas. O que destacarias?


Algum vocabulário que te pode ajudar:

desafio, coragem, sacrifício, enorme, gigante, monstro, murro, luta(r), peleja(r), pancada, paz, descanso, força, puxar, empurrar, pegar em, amedrontado, medonho, resistência, corajoso, afoito, audaz, herói, culpado, responsável, enfrentar, sangue, dor, triunfo, covarde, dentes, focinho, chamas, fumo, rival, fiel, árvores, acalmar-se, sossegado, aldeia, atirar, puxar, correr, subir, descer, ir-se embora, maldoso, bondade, liberdade, livre, horizonte, nuvens, encolerizar-se, casaco, colete, 

Instrumentos para a criação coletiva

A implementação de iniciativas criativas pode levar-se ao coletivo com recursos da tecnologia digital. Nesta página encontraremos algumas ferramentas. Tecnologias ao serviço da educação, e não só.
Nomeadamente vamos reparar em Escrita coletiva

Duas plataformas para blogs são confrontadas aqui TUMBLR e POSTEROUS

Partilha de slides

Enalli 2010 from Patrícia Scherer Bassani

Alguns falsos amigos Português - Inglês

falsos cognatos

http://pt.scribd.com/doc/5543219/False-Friends-English-and-Portuguese
Olho! esta listagem é feita segundo o vocabulário usado no Brasil.

INGLÊS	PORTUGUÊS	PORTUGUESE	ENGLISH
Abstract (n)	resumo	abstracto (adj)	conceptual; absent-minded
Actual (adj)	real, verdadeiro	Atual	present, current
Actually (adv)	na verdade, o fato é que...	Atualmente	nowadays, currently, today
Adept (n)	profundo conhecedor	Adepto	follower
advise (v)	aconselhar	avisar	to warn
Agenda (n)	pauta do dia	Agenda	diary
anecdote(n)	Historieta	Anedota	joke
anthem (n)	hino	antena	antenna, aerial
Anticipate (v)	prever, aguardar	Antecipar	to do sthing in advance
Application (n)	inscrição	Aplicação (financeira)	investment
Appointment (n)	compromisso, hora marcada	Apontamento	note
Appreciation (n)	gratidão, reconhecimento	Apreciação	judgement
Argument (n)	discussão, bate boca	Argumento	point of view
arm (n)	braço	arma	gun
army (n)	exército	arma	gun
Assess (v)	avaliar	acessar	to access
Assist (v)	ajudar, dar suporte	Assistir	to attend, to watch
Assume (v)	presumir	Assumir	to take over
Attend (v)	participar	Atender	to help, to answer
Audience (n)	Platéia, público	Audiência	court appearance
Balcony (n)	sacada	Balcão	Counter
barracks(n)	quartel	barracas	tents
batter (n)	massa (doces)	bater	to hit, to strike
Beef (n)	carne de vaca, carne de gado	Bife	steak
INGLÊS	PORTUGUÊS	PORTUGUESE	ENGLISH
Bonnet (n)	touca, capo	Boné	Cap
brave (adj)	Corajoso	Bravo	angry
café (n)	café (bar)	Café	Coffee
Cafeteria (n)	Refeitório	Cafeteira	coffee pot
camera (n)	máquina fotográfica	Câmara	tube (de pneu), chamber
candid (adj)	Sincero	Cândido	innocent, naïve
cargo (n)	Carga	Cargo	post, job
Carton (n)	caixa de papelão	Cartão	Card, cardboard
Cartoon(n)	desenho animado, cartum	Cartão	Card, cardboard
casualty (n)	baixa, vitíma de acidente	Casualidade	Chance
chef (n)	Cozinheiro	Chefe	boss, leader
Cigar (n)	Charuto	Cigarro	Cigarette
collar (n)	gola, colarinho, coleira	Colar	Necklace
College (n)	Faculdade	Colégio	high school
Commodity(n)	artigo, mercadoria	Comodidade	Comfort
Competition (n)	Concorrência	Competição	Contest
Comprehensive (adj)	abrangente, amplo, completo	Compreensivo	Understanding
Compromise (v)	entrar em acordo	Compromisso	appointment, date
concourse (n)	Salão	Concurso	Contest
conservatory (n)	estufa (plantas)	Conservatório	School of music, arts
consistant (with) (adj)	compatível (com)	Consistente	solid, firm, thick
constipation (n)	obstipação intestinal	Constipação	A cold
Contest (n)	Concurso	Contexto	Context
Convenient (adj)	Prático	Conveniente	Appropriate
Costume (n)	Fantasia (roupa)	Costume	custom, habit
courier (n)	Mensageiro	Correio	Post-office
data (n)	Dados, fatos	Data	Date
deception (n)	logro, fraude	Decepção	Disappointment
decorate (v)	pintar, decorar	Decorar	to memorize
delight (n)	Prazer	Delito	crime, offence
design (v/n)	criar, projetar/projeto, estilo	Designer	to appoint
disgust (n)	Nojo	Desgosto	grief, sorrow
distraction (n)	interrupção, desorientação	Distracção	absence of mind, amusement
door (n)	Porta	Dor	Pain
Editor (n)	Redator	Editor	Publisher
Educated (adj)	Instruído	Educado	Polite
enjoy (v)	Desfrutar	Enjoar	to feel sick
Enroll (v)	Inscrever-se	Enrolar	to roll
envy (v)	Invejar	Enviar	to send
Eventually (adv)	algum dia, finalmente	Eventualmente	Occasionally
Exciting (adj)	Empolgante	Excitante	thrilling, turn on
Exit (n, v)	saída, sair	Êxito	Success
experiment (v)	fazer experiências	Experimentar	to try
Expert (n)	Especialista	Esperto	cunning, smart, clever
exquisite (adj)	belo, refinado	Esquisito	strange, Odd
Fabric (n)	Tecido	Fábrica	plant, factory
fat (adj)	Gordo	Fato	Fact
fatality (n)	morte, accidente fatal	Fatalidade	fate, destiny, misfortune
figure (n)	Número	Figura	image, illustration
form (n)	Formulário	Forma	way, means
genial (adj)	afável, aprazível, amável	Genial	Brilliant
INGLÊS	PORTUGUÊS	PORTUGUESE	ENGLISH
gentle (adj)	Delicado	Gentil	Kind
gracious (adj)	Clemente	Gracioso	cute, graceful
Graduate program (n)	Curso de pós-graduação	Curso de graduação	undergraduate program
grand (adj)	Importante	Grande	Big
gratuity (n)	gratificação, gorjeta	Gratuidade	being free of charge
grip (v)	agarrar firme	Gripe	Flu
gymnasium (n)	Ginásio	ginásio (escola)	junior high school
hazard (n, v)	risco, arriscar	Azar	bad luck
Idiom (n)	expressão idiomática	Idioma	Language
Ingenious (adj)	Engenhoso	Ingênuo	Naive
ingenuity (n)	engenho, cap. De invenção	Ingenuidade	naivity, innocence
injury (n)	Ferimento	Injúria	Insult
inscription (n)	gravação em relevo (metal etc.)	Inscrição	registration, application
Intend (v)	Pretender	Entender	Understanding
jar (n)	Pote	Jarra	Pitcher
Journal (n)	revista especializada	Jornal	Newspaper
just (adv)	Apenas	Justo	Tight
lamp (n)	Luminária	Lâmpada	light bulb
Large (adj)	grande, espaçoso	Largo	wide, broad
laser (n)	LASER	Lazer	Leisure
Lecture (n)	palestra, aula	Leitura	Reading
Legend (n)	Lenda	Legenda	Subtitle
Library (n)	Biblioteca	Livraria	book shop
location (n)	Localização	Locação	Rental
long (adj)	Comprido	Longe	Far
Lunch (n)	Almoço	Lanche	Snack
magazine (n)	revista especializada	Magazine	department store
mascara (n)	Rímel (olho)	Máscara	Mask
Mayor (n)	Prefeito	Maior	Bigger
media (n)	meio de comunicação	Média	Average
medicine (n)	remédio, medicina	Medicina	Medicine
moisture (n)	Umidade	Mistura	mix(ture), blend
morose (adj)	Mal-humorado	Moroso	slow, lingering
Notice ( n)	nota, aviso, comunicação	Notícia	News
Novel (n)	Romance	Novela	soap opera
offensive (adj)	desgradável,repugnante	Ofensivo	insulting, rude
office (n)	Escritório	Oficial	Official
ordinary (adj)	normal, comum	Ordinário	Vulgar
pace (n)	Ritmo	Passo	Step
Parents (n)	Pais	Parentes	Relatives
Particular (adj)	específico, exacto	Particular	private, personal
Pasta (n)	massa (macarrão)	Pasta	paste, briefcase, FOLDER
patio (n)	Átrio	Pátio	Courtyard
pavement (n)	Calçada	Pavimento	Floor
peculiar (adj)	odd, strange	Peculiar	typical, characteristic
phrase (n)	expressão sintagma	Frase	Sentence
piety(n)	Devoção	Piedade	pity
Policy (n)	política, diretrizes	Polícia	Police
pork (n)	carne de porco	Porco	Pig
port (n)	Porto	Porta	Door
Prejudice (n)	Preconceito	Prejuízo	Damage
INGLÊS	PORTUGUÊS	PORTUGUESE	ENGLISH
Prescribe (v)	Receitar	Prescrever	Expire
Preservative (n)	Conservante	Preservativo	Condom
Pretend (v)	Fingir	Pretender	to intend, plan
Private (adj)	Particular	Privado	Devoid
Procure (v)	consequir, adquirir	Procurar	to look for
professor (n)	professor de faculdade	Professor	Teacher
Propaganda (n)	propaganda política	Propaganda	advertisement, ad
proper (adj)	Adequado	Próprio	Own
Pull (v)	Puxar	Pular	to jump
Push (v)	Empurrar	Puxar	to pull
quote (n, v)	Citar	Cota	Share
real (adj)	Verdadeiro	Real	Royal
Realize (v)	Dar-se conta	Realizar	to accomplish
receipt (n)	Recibo	Receita	recipe (food) prescription
recipient (n)	destinatário, recebedor, agraciado	Recipiente	Container
Record (v, n)	gravar. Disco	Recordar	to remember
repair (v)	Consertar	Reparar	to notice
requirement (n)	Requisito	Requerimento	request, petition
Résumé (n)	currículo, C.V.	Resumo	Summary
Resume (v)	retomar,reiniciar	Resumir	to summarize
retire (v)	Aposentar	Retirar	to take back/out
Retired (adj)	Aposentado	Retirado	Secluded
rim (n)	Borda	Rim	Kidney
rude (adj)	Mal-educado, insolente, incorrecto	Rude	rough, coarse, raw
rumor (n)	Boato	Rumor	Noise
sap (n)	Seiva	Sapo	toad
senior (n)	idoso, pessoa de idade	Senhor	gentleman, sir
sensible (adj)	Sensato	Sensível	Sensitive
Service (n)	Atendimento	Serviço	job
sort (n)	Tipo	Sorte	Luck
spade(n)	Pá	Espada	Sword
Stranger (n)	Desconhecido	Estrangeiro	Foreigner
Stupid (adj)	Burro	Estúpido	rude, impolite
sympathetic (adj)	Solídario	Simpático	Nice
Tax (n)	Imposto	Taxa	rate, FEE
tenant(n)	Inquilino	Tenente	Lieutenant
terrace (n)	esplanada, socalco	Terrace	outdoor roof
terrific (adj)	excelente, tremendo	Terrible	Terrible
to amass(v)	juntar, acumular	Amassar	to knead; to bash
to annotate	comentar, observar	Anotar	to write down
to announce	tornar público	Anunciar	(also) to advertise
to appoint (v)	nomear, designar	apontar	point out, indicate
to divert (v)	desviar,distrair	Diverter	to amuse, to entertain
to ignore (v)	fingir não ver/ouvir/saber'	Ignorar	not knowing
to notice (v)	reparar, aperceber-se	Noticiar	Inform
to range (v)	variar, cobrir	Ranger	to creak, to grind
to support (v)	Apoiar	Suportar, tolerar	Tolerate
to sympathise(v)	sentir o mesmo ou  compadecer--se	Simpatizar	to take to
to traduce	Caluniar	Traduzir	to translate
trainer (n)	preparador físico	Treinador	Coach
tremendous (adj)	enorme, muito bom	Tremendo	Terrible
INGLÊS	PORTUGUÊS	PORTUGUESE	ENGLISH
Turn (n, v)	vez, volta/ virar, girar	Turno	round, shift
ultimately (adv)	Finalmente	Ultimamente	Lately
urban(adj)	cortês, educado	Urbano	Urban
vague (adj)	Impreciso	Vago (local)	Vacant
Vegetables (n)	Verduras	Vegetais	Plants
vermin(n)	Parasitas	Verme	Worm
vest (n)	colete	Vestir	to dress
viola(adj)	violeta, alto	Viola
vulgar (adj)	ordinário, obsceno, grosseiro	Vulgar	common, ordinary, trivial