Online Training
First Things First
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12,000 to 20,000.
1200 to 2000.
The 'receptive vocabulary size' of a university-educated native English speaker is around 13,000 'base words or word families'.
If you add the 'inflected forms and derivations' it would come to about 20,000.
What is the Academic Word List?
The AWL is a list of words which appear with high frequency in English-language academic texts. The list was compiled by Averil Coxhead at the Victoria University of Wellington, New Zealand.
The list contains 570 word families and is divided into 10 sublists.
To find these words, an analysis was done of academic journals,
textbooks, course workbooks, lab manuals, and course notes.
THE FOUR CARDINAL POINTS APPROACH Vocabulary
1. Word Builder
2. Eliminação de Cognatos 3. AWL
4. Circumlocution
5. Template Speeches
1. Trazer o livro o mais próximo do que o aluno fala possível.
2. Trazer o inglês do aluno o mais próximo do nativo o possível.
3. Quais palavras alguém precisa saber para falar fluentemente?
4. Quais palavras alguém precisa saber para passar no TOEFL?
THE FOUR CARDINAL POINTS APPROACH Learning From Native Speakers
My name is John. Uh, I was born in Utah. I've lived in Pleasant Grove, Utah…actually, I've lived in a lot of different places. I've lived in California, then I went to school in Texas, I lived in Virginia. Uh, I lived in Washington, I lived in Oregon…'n' that's about it. I used to, when I lived in Utah,
I used to teach, percussion; I used to teach drum line in a marching band. And, uh, we won a lot of competitions and we ended up, we ended up getting a grant from our school to buy any instrument we want, we wanted to get so we bought a marimba. And then a few years later, my brother moved out to California, and started working, uh, with woodworking, making houses, making doors, making…,uh, making windows.
And he called and asked me if I could help him make some doors for the owner of a marimba company in California. And I was interested in seeing the company out there so I went out there and helped him make his doors, and, in California. And when we were putting the doors on the guy's house, the, the owner of this marimba company came up and he knew about me, he knew where I'd played, uh, he knew that I played in drum corp, he knew where I went to school, he knew that we'd bought a marimba from him. And so I started working there in California with marimbas.
Micro Macro
Macro
Micro
Qual é o objetivo do nosso trabalho?!
Nível X
MR. FLUENT
Qual caminho?
SUPERIOR
AD VANCED
INTERMEDIA TE
NO VICE
MR. FLUENT
SUPERIOR
AD VANCED
INTERMEDIA TE
NO VICE
ACTF - TOEFL
O.P.I. - TOEFL iTB
MR. FLUENT
GLOBAL TASKS AND FUNCTIONS
NORTH
SOUTH
EAST
WEST
$
? 6
9
!
10
Project O• ce
SDLC PLC
SEQUÊNCIA DE LIVROS
Estruturas
Vocabulário Específico do Aluno Foco em Conversação
Estruturas North + Novas Estruturas
Vocabulário Específico do Aluno + vocabulário genérico
Foco em Conversação e Leitura
Estruturas North + South + Novas Estruturas
Vocabulário Específico do Aluno + vocabulário genérico + AWL Foco em Conversação e Leitura Pronúncia.
Estruturas North + South + South + Novas Estruturas Vocabulário Específico do Aluno + vocabulário genérico + AWL + Vocabulário Especializado do Aluno
Foco em Conversação, Leitura, Pronúncia e Listening.
NORTH
SOUTH
EAST
WEST
ESTRUTURA DO PROGRAMA
50 HORAS/AULA
Lições foco Aluno
24 Lições Regulares
5 Lições GT&F
20 lições livres.
Lições EG data
Aula
Demo
ESTRUTURA DE CADA AULA
GT&F1
GT&F2
GT&F3
MAPEAMENTO DE ESTRUTURAS ENTENDER - REINCIDIR = CRIAR
Entender o que?
Explicar como?
Reincidir o que?
Reincidir como?
Criar o que?
Criar como?
TÉCNICA BÁSICA DE MAPEAMENTO
INGLÊS - PORTUGUÊS PORTUGUÊS - INGLÊS
INGLÊS - INGLÊS PORTUGUÊS - PORTUGUÊS
Listening Reading Speaking
Writing
Consolidar Nível Organizar Idéias
VARIAÇÕES DE TÉCNICAS PARA REINCIDÊNCIAS VÁLIDAS ÍCONES
8 9
8
THE FOUR CARDINAL POINTS APPROACH METODOLOGIA
NO VICE INTERMEDIA TE AD V ANCED SUPERIOR
John.
Utah.
I teach.
My name´s John.
I´m from Utah.
I teach English.
My name is John. Uh, I was born in Utah. I've lived in Pleasant Grove, Utah…actually, I've lived in a lot of different places. I've lived in California, then I went to school in Texas, I lived in Virginia. Uh, I lived in Washington, I lived in Oregon…'n' that's about it. I used to, when I lived in Utah, I used to teach, percussion; I used to teach drum line in a marching band. And, uh, we won a lot of competitions and we ended up, we ended up getting a grant from our school to buy any instrument we want, we wanted to get so we bought a marimba. And then a few years later, my brother moved out to California, and started working, uh, with woodworking, making houses, making doors, making…,uh, making windows.
And he called and asked me if I could help him make some doors for the owner of a marimba company in California. And I was interested in seeing the company out there so I went out there and helped him make his doors, and, in California. And when we were putting the doors on the guy's house, the, the owner of this marimba company came up and he knew about me, he knew where I'd played, uh, he knew that I played in drum corp, he knew where I went to school, he knew that we'd bought a marimba from him. And so I started working there in California with marimbas.
My name is John. Uh, I was born in Utah. I've lived in Pleasant Grove, Utah…actually, I've lived in a lot of different places.
I've lived in California, then I went to school in Texas, I lived in Virginia.
Uh, I lived in Washington, I lived in Oregon…'n' that's about it.
THE FOUR CARDINAL POINTS APPROACH As Quatro Habilidades
Speaking
Listening
Reading
Writing
VENCENDO SEUS BLOQUEIOS
M.B.T.I.
AVALIAÇÃO POR MAPEAMENTO
O MAPA REPRESENTA O CONTEÚDO TOTAL
OS PAÍSES REPRESENTAM
OS CONTEÚDOS INDIVIDUALIZADOS.
AVALIAÇÃO POR TESTE Grupo de perguntas...
(amostras)
Visao do todo.
10 - PERGUNTAS.
10%
A - Joãozinho. 10% = 100 B - Mariazinha. 90% = 45
90%
A nota passa a
ser o objetivo principal.
NOVICE INTERMEDIATE
ADVANCED SUPERIOR
Sub-Níveis
MID LOW HIGH The OPI is a testing method which measures how well a person speaks a
language by comparing their performance of specific language tasks, not with some other person's, but with the criteria for each of ten proficiency levels
GLOBAL TASKS
&
FUNCTIONS
VOCABULARY FLUENCY TEXT-TYPE ACCURACY PRONUNCIATION PRAGMATIC
COMPETENCY
SOCIOLINGUISTIC COMPETENCY
CONTENT CONTEXT GRAMMAR
