Basic 1 UNIT 1

Speaking Reading Listening Writing

Especializao em Lngua Inglesa

Coordenao: Profa. Dra. Cibele Mara Dugaich So Paulo 2011 Class of April 2, 2011

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TALKING ABOUT YOURSELF AND OT ERS

Warm Up

Do you use any type of social networking sites to stay in touch with your friends?

Getting Started
My Social Networking Profile
Basic Information Full Name: Date of Birth: Age: Email address: Mobile number: Com!any: Phone number: Current location (residence : Profession: Whats your favorite? "!ort#$obbie: Mo%ie: Book: CD#Album: Country: Nickname: City:

More about me

Grammar Points

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Grammar Points
Pronouns
Personal Adjective Possessive Object

I YOU H SH I! " YOU !H Y

MY YOU# HIS H # I!S OU# YOU# !H I#

MIN YOU#S HIS H #S I!S OU#S YOU#S !H I#S

M YOU HIM H # I! US YOU !H M

Si$%le Present !ense &erb !O '

ffirmative
I

!egative
I am not I!m not #ou are not

"uestion
"m I? "re you? "rent you? Is he? Isnt he? Is she? Is she not? Is it? Isnt it? "re we? "rent we? "re you? "re you not? "re they? "rent they?

a$

(Im)

YOU H SH I! " YOU !H Y

are

(#oure)

youre not you arent $e is not

is

($es)

$es not $e isnt %e are not

are

(%ere)

%ere not %e arent

#$ercise%
&se the pronouns and present tense of the 'er( )* +, in order to create./ 2/ 3/ "ffirmati'e sentences 0egati'e sentences 1uestions

Spea&ing

ctivity

.) 2et to know your classmates3 Introduce yourself (use the information on your 4ocial 0etworking Profile form)/

Warm up'

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(ikes and )islikes

(ood) drin&s and restaurants *+othes) shoes and accessories Music) a+bums and artists ,-) movies and actors Boo&s and authors -acation) trips and destinations I,) internet and techno+ogy Sports) hobbies and interests

(ikes and )islikes

Usefu+ verbs
.i&e
I YOU H SH I! " YOU !H Y

/is+i&e

Prefer

#n0oy

.ove

1ate

ppreciat e

like

dislike

prefer

en6oy

lo'e

hate

appreciate

likes

dislikes

prefers

en6oys

lo'es

hates

appreciates

like

dislike

prefer

en6oy

lo'e

hate

appreciate

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Introduction to 2eading3
1o4 do you read55 the &' guide( a lo%e letter or email( a fiction book( a reci!e( the daily ne)s!a!er(

#eading as active
#ou might (e surprised to think of reading as an acti'e skill8 (ut we read to assimilate information or follow instructions so in a 'ery practical way reading is acti'e/ "lso reading can make us laugh or cry and anything that (rings our emotions into action must mean that reading cannot (e a passi'e skill/ %e try out words we ha'e to percei'e meanings/ %e learn to recogni9e a mode or genre of writing in order to understand it/

#eading Strategies
How* +a$%les

Ski$$ing

*unning the eyes o%er +uickly, to get the gist .ooking for a !articular !iece of information .onger te/ts for !leasure and needing global understanding "horter te/ts, e/tracting s!ecific information, accurate reading for detail

Ne)s!a!ers, maga-ines, etc Manuals, guides, etc

Scanning +tensive #eading Intensive #eading

.iterature, no%els etc Academic !roduction, articles, blogs, , etc0

Reading as active and Reading strategies adapted from: University of Sheffield, UK. Link: http://www.learningtolearn.group.shef.ac.uk/read/read reading.ht!l " Access: #ar $%, &'$$

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,o$%re-ension Strategies.
0o matter what material you read or what strategy you apply the reading can only (e effecti'e when the information is properly understood/ ;or that reason some #eading ,o$%re-ension Strategies can (e put into practice&isuali0ing

&he reader makes a mental !icture of the te/t in order to understand ideas, descri!tions, etc0 &he reader doesn1t ha%e to understand 2334 of the te/t in order to com!rehend its meaning0 &he reader looks for clues in the te/t 5 title, subtitle, !ictures, introductions, etc0 &he reader tests his com!rehension of the te/t by asking himself +uestions about it0 &he reader is able to tell the most im!ortant ideas in a te/t in %ery fe) )ords0

,larifying

Predicting

1uestioning

Su$$ari0ing

2eading

ctivity

<ead the te=ts (elow and mark the words you already know-

Chul

!wo International /riends

Claudio

.i, !y na!e/s +hul and 0 co!e .ello, !y na!e/s +laudio. 0/! fro! Korea. 0/! a -usiness!an fro! 0taly and 0/! a student. 0/! and 0 work in Seoul. 0/! !arried twenty"five years old and 0/! and have two children, #in"1ee single. 0 live in an apart!ent 2 a girl, and (ak".o, a -oy. 0 with !y parents. 0 go to live in a s!all house in the university five days a week. 0 2 su-ur-s. 0 take the su-way to like Link going Adapted from: (ade"#onroe )eacher *ducation +enter, US,. : to the disco on http://www.!ia!isci.org/tec/introduction.ht!l " Access: #ar $%, &'$$. work fro! #onday to 3riday. 0 Saturdays. 0 don/t like playing like playing golf in !y free ti!e. sports. 0 have one sister and 0 don/t like singing karaoke4 one -rother, #aria and ,ntonio.
Source: http://esl.a-out.co!

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2eading

ctivity

?omplete the ta(le (elow with the specific information and answer the @uestions (you may write your answers in Portuguese),-ul ge ,laudio

Birthp+ace

ppearance

*urrent .ocation

#ducation

6ob7Profession

(ami+y

.i&es

/is+i&es

Genera+ 2outine .) %hat reading strategy did you use when you read the te=ts for the first time?

2) ?heck the words you marked as the ones you already know/ %hat are they related to? people things @ualities actions?

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3) $ow did you find the information to complete the ta(le a(o'e? %hich reading strategy did you use?

5) %as e'ery information clear in the te=ts? Did you need to use any comprehension strategies? %hen?

Introduction to .istening
When ta+&ing to others) do you sometimes notice that they1re not really listening( )onder if they are fully understanding your message(

re you a good +istener?

Active (istening82
Hear w-at %eo%le are really saying
Bistening is one of the most important skills you can ha'e/ $ow well you listen has a ma6or impact on your 6o( effecti'eness and on the @uality of your relationships with others/ %e %e %e %e listen listen listen listen to o(tain information/ to understand/ for en6oyment/ to learn/

Adapted from: #ind )ools 5td. Link: http://www.!indtools.co!/+o!!Skll/,ctive5istening.ht!. Access: #ar $%,&'$$

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(D) 2ood communication skills re@uire a high le'el of selfEawareness/ +y understanding your personal style of communicating you will go a long way towards creating good and lasting impressions with others/ )he way to (ecome a (etter listener is to practice Facti'e listeningF/ )his is where you make a conscious effort to hear not only the words that another person is saying (ut more importantly try to understand the complete message (eing sent/ (D)

'eco$ing an Active (istener3

)here are fi'e key elements of acti'e listening/ 6i%e the s!eaker your undi%ided attention, and ackno)ledge the message0 *ecogni-e that non7%erbal communication also 8s!eaks8 loudly0 9se your o)n body language and gestures to con%ey your attention0 :ur !ersonal filters, assum!tions, ;udgments, and beliefs can distort )hat )e hear0 As a listener, your role is to understand )hat is being said0 &his may re+uire you to reflect )hat is being said and ask +uestions0 <nterru!ting is a )aste of time0 <t frustrates the s!eaker and limits full understanding of the message0 Acti%e listening is a model for res!ect and understanding0 =ou are gaining information and !ers!ecti%e0 =ou add nothing by attacking the s!eaker or other)ise !utting him or her do)n0

Pay attention

S-ow t-at you are listening

Provide feedback

)efer judg$ent

#es%ond A%%ro%riately

.istening
./ 2/ 3/ 5/ 7/ :/
4

ctivity

Gaterials7 E "udio- BB*9# P9Intro5mp8 H 4cript- .:B3:U3: 0 )eacher introduces the su(6ect- # P ; #ng+ish for cademic Purposes 4tudents listen to the whole e=tract- II-2Is to I.-7:s and comment on their impressions (known words structures e=pressions who the speakers are accents etc) )eacher introduces the speakers (ta(le (elow) 4tudents listen to the e=tract again trying to find out more a(out each speaker/ &se the ta(le (elow for your Jnote takingK 2eneral comments on specific 'oca(ulary e=pressions 'er( usage etc/

Adapted from: #ind )ools 5td. Link: http://www.!indtools.co!/+o!!Skll/,ctive5istening.ht!. Access: #ar $%,&'$$
5

Source: 66+ 5earning *nglish. Link: http://www.--c.co.uk/worldservice/learningenglish/general/ talka-outenglish/&''7/'8/'7'8&9 tae al.sht!l. Access: #arch &', &'$$.

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>/

4tudents listen to the e=tract again (with or without the script) for consolidation "usan Angelica Constant Emma

Announcer

Introduction to Writing< /o you find it difficu+t to 4rite?

"riting is i$%ortant because4

it is a fundamental skill of communication it is often the main method (y which you will (e assessed (tests essays etc) your work is lost to the world until it is pu(lished (written form) the reader needs to understand what you mean readily and precisely poor writing is a waste of time and effort for (oth writer and reader bullet %oints are easy 5 writing well is a skill

'asic writing criteria

6ood writing s-ould be47
,lear Si$%le 'rief Accurate ,o$%lete ,orrect

8ey "riting Stages

%rite pro'isional headings for your work/ ?hoose the heading you think will (e easiest and (egin there/ )here is no need to write the (eginning of a piece of work first a(stracts and introductions are often the last sections to (e written3 DonLt worry a(out writing it perfectly first time 6ust write what comes into your head/ It is easier to rearrange and tidy up once you ha'e SOM !HIN6 to work with/ It is important to make the focus clear when putting together a piece of writing/ )he reader should (e a(le to identify the central idea that unifies the te=t and gi'es it direction/

Starting

(ocusing

/rafting

+egin writing and do not stop to read o'er what you ha'e written/ %rite @uickly and with as few hesitations or pauses as possi(le/

:hy does writing !atter;< 6asic writing criteria and Key writing stages " Adapted from: University of 5eicester, UK. Link: http://www.le.ac.uk/-l/gat/writing/writintro.ht!l " Access: ,pril '$, &'$$.

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Do not worry a(out writing polished prose/ Do not worry a(out spelling word choice punctuation or paragraphing/ #ou will sometimes find yourself stuck on a particular idea or sentence/ #ou should start again with a fresh line and mo'e on to some other part of what you are writing/ #ou may drift away from the track you were following or start repeating yourself/ 4top writing skip one or two lines and try to get (ack on track again/ Do not cross anything out (or delete it from your word processor) at this stage/ " tangential idea may occur to you/ Do not let it di'ert your writing (ut if it seems rele'ant or useful make a note of it in (rackets or on a fresh line/ <eturn to the good idea when your current stream of thoughts runs out/

"riting Style
4uccessful writing communicates meaning clearly to readers/ <ead your work and ask yourself if you ha'e written what you should ha'e written/ "re signposts ade@uate transitions clear and summaries complete? "sk someone else to read your work (efore you su(mit it/ 6ood writing is2 Easier to !roduce *eaders )ill be more likely to )ant to read it *eaders )ill be more likely to understand it *eaders )ill be kindly dis!osed to)ards it

/eatures of 6ood "riting

O#) # ) NO! ,ON/US )
#ou do not want to lose your readers in their 6ourney through a comple= or long argument or across a range of ideas/ "lways aim to guide your readers through your writing/ 4ignposts are sentences that indicate to the reader where you ha'e reached in your argument andMor gi'e the content of the te=t that is to follow/ ,=ample- In this chapter we will e=plain how you can prepare " transition is a word or phrase that indicates the logical relationship (etween two sentences or ideas/ ,=ampletherefore, thus, for e/am!le, in contrast, ha%ing said that, although, similarly, nonetheless, alternati%ely, !ut another )ay 4ummaries are sentences intended to state the main points of your argument/ 4ummaries may (e reser'ed for the end of a piece or in the case of papers in 6ournals the a(stract/ )hey may (e useful elsewhere in longer pieces as signposts/ ,=ample- "o far, )e ha%e described the )ays in )hich technology influences young !eo!le0

SI6NPOS!S

!#ANSI!ION

SUMMA#I S

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SHO#! #A!H # !HAN (ON6

+ear in mind at all times that the patterns of speech are different from writing/ #ou should rarely write in the same manner in which you speak/ %hat works in speech may not (e effecti'e or permissi(le in writing/ ,=ample(BongMDifficult) H an infelicitous concatenation of e%ents (4hortM,asier) H an unha!!y coincidence 4hort simple and carefully crafted sentences should (e used whene'er possi(le especially when discussing difficult matters/ Gake e'ery word count/ If your sentences seem long and clumsy split them into shorter sentences/ ?heck that each sentence contains a su(6ect and a main 'er(/ <emem(er- well written means easy to read Nargon is sometimes used to descri(e pompous and 'er(ose language or technicalMspeciali9ed language in specific conte=ts/ If this conditions do not apply you can either 0*) use the 6argon or e=plain its meaning (efore you use it/

SAM #U( S /O# "O#)S AN) S N! N, S

P(AIN (AN6UA6 9 :A#6ON

Writing

ctivity

Who am I?
;ollow the writing steps in order to organi9e your ideas and thoughts when writing3 ;7 S!A#!IN6

)hink a(out what to%ics you would like to use for your self5descri%tion- friends, family, school history, )ork, career, relationshi!s, hobbies, !laces you1%e been, !lans for the future, likes and dislikes, your !ersonality, other to!ics, etc etc0

.7 /O,USIN6
"fter deciding on the items you would like to write a(out write small sentences a(out them/ DonOt worry a(out making mistakes (ut make sure you put on paper e'erything that comes to your mind

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Writing 1ome4or&
)rafting your self5descri%tion
0ow that you'e gone through the 2 first steps of writing (starting and focusing) lets get to the ne=t part H D<";)I023 %rite a ;I<4) D<";) of your selfEdescription with the title J "-o a$ I*K/ %rite a(out yourself your likes and dislikes/ )ry to make it as clear and simples as possi(le/

P UP !H

6OO) "O#8<<