Desenvolvendo seus sentidos menos dominantes

Fonte: http://blogdadisal.blogspot.com.br/2014/03/desenvolvendo-seus-sentidos-menos.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+Disal+(Disal+Blog)

Por Jack Scholes

“Quando você começa a usar os sentidos que negligenciava,
sua recompensa é ver o mundo com outros olhos.”

Barbara Sher (escritora norte-americana, palestrante e coach de desenvolvimento pessoal)


Sabemos que aprender coisas de uma forma multissensorial (usando vários sentidos juntos – e incluindo nossos sentidos olfativos e gustativos se for o caso) é especialmente poderoso. Por isso faz sentido (!) desenvolver a nossa capacidade multissensorial e garantir que todos os nossos sentidos estejam funcionando de forma otimizada. Ter essa capacidade também nos dá maior flexibilidade: nem sempre podemos escolher totalmente como recebemos as informações, por isso é muito útil poder mudar de canal de maneira fácil e eficaz.

Então, como você pode trabalhar seus sentidos menos favorecidos? É uma boa ideia se envolver em atividades que dão enfâse a esse sentido e permitem-no usá-lo. Algumas sugestões estão listadas abaixo. Elas não são de forma alguma completas, mas vão lhe dar uma noção. Tampouco são categorias rígidas: elas podem envolver predominantemente um sentido, mas quase sempre incluem outros também, embora com enfâse menor.

Visual

• Começar a estudar fotografia, desenho, pintura...
• Aprender a desenhar. 
• Frequentar aulas sobre história da arte ou assuntos relacionados
• Experimentar a observação de pássaros ou contemplar as estrelas
• Fazer joguinhos com imagens como “Jogo dos 7 erros” ou “O que está faltando?”
• Fazer quebra-cabeças (também cinestésico)
• Fazer cromoterapia
• Fazer uma reforma na casa – trocando móveis e pintando com cores diferentes
• Assistir TV sem o som e tentar imaginar o que está sendo falado.

Auditivo

• Aprender uma língua estrangeira
• Aprender a tocar um instrumento musical (também cinestésico)
• Fazer aulas de canto
• Fazer aulas de teoria da música ou outro assunto relacionado
• Ouvir rádio com mais frequência (especialmente se você é alguém que assiste TV regularmente)
• Praticar repetindo em voz alta as coisas que você ouve ou contar de novo piadas e anedotas
• Ouvir um programa de TV ou filme sem olhar a imagem e tentar imaginar o que está se passando
• Ouvir áudiolivros (audiobooks)
• Ir até o meio do mato e “ouvir” a natureza

Cinestésico

• Fazer ioga, Pilates, Tai Chi (ou qualquer outro tipo de disciplina corpo/mente)
• Fazer aulas de dança ou experimentar a dança do ventre! (também auditivo)
• Fazer natação – ou qualquer outro esporte
• Ter uma sessão de reflexologia... ou apenas andar descalço de vez em quando
• Usar suas mãos – fazer cerâmica ou escultura, fazer modelos com Lego, fazer crochê, bordado ou tricô
• Abraçar pessoas ou árvores!
• Passar roupa
• Enfim, fazer “qualquer coisa” física.

Lembre-se de que o modelo de preferências sensoriais é muito interessante intelectualmente, mas para que ele seja mais do que apenas um modelo intelectual, você tem de fazer algo com ele. Você precisa agir, praticar as ideias e usá-las para melhorar o modo como você aprende. Se fizer isso, pode fazer uma grande diferença não só para suas chances de sucesso em um exame, mas para toda a sua vida.

Como disse William Osler – um médico canadense que tem sido chamado de o pai da Medicina moderna: “Use seus cinco sentidos. Aprenda a ver, aprenda a ouvir, aprenda a sentir, aprenda a cheirar e saiba que, apenas pela prática, você pode tornar-se especialista.”

_____________________________________________________

Jack Scholes nasceu na Inglaterra e formou-se em alemão e russo pela Universidade de Liverpool, com pós-graduação em Educação e Ensino de Inglês como Língua Estrangeira na Universidade de Londres. Formou-se também Master Practitioner em Programação Neurolinguística com o Dr. Richard Bandler, co-criador dessa ciência. Ele tem mais de 40 anos de experiência no ensino da língua inglesa e é autor de vários livros.

Teaching and learning slang

Fonte: http://blogdadisal.blogspot.com.br/2013/09/teaching-and-learning-slang_805.html

TEACHING AND LEARNING SLANG

According to David Crystal, “slang is one of the most vital elements in the life-blood of language, and today the importance of slang is increasingly recognized. People have begun to appreciate its central role in everyday life.” (Foreword to – Slang - Gírias Atuais do Inglês)

Major changes in society have affected the way we use language, and slang and colloquial words and expressions are now accepted much more as part of everyday speech. Even words that were previously considered taboo are now often heard in films, TV programmes and in informal conversation.

Slang is also important because slang is power. Teaching and learning modern slang is a stimulating and enjoyable way to empower learners by enriching and expanding ways to make meaningful, fluent communication in English.

A few tips for teaching slang

• Be careful not to bombard students with too many new words at a time.

• Most learners need to come across new words several times before they become part of their active vocabulary.

• Encourage learners to find the equivalent in Portuguese and record these in a slang notebook, which they can use for revision.

• Research has shown that one of the most powerful means of acquiring vocabulary is to create connections and make new networks in the brain. This happens when students are involved in problem-solving tasks, interacting with you or others to solve puzzles, quizzes or problems of meaning.

• Students always learn best when they are enjoying what they are learning and when there is a challenge. Motivating, fun activities can be used to present new slang words and expressions, as fillers between other activities, to change or lighten the pace, at the beginning of the class as a warm-up and to create motivation, at the end to round things off nicely, to give as homework, or if you just run out of material and need something from your grab bag.

Here’s an example:

Familiar words – new meanings

The slang words and expressions on the left all come from existing, familiar words, but colloquially they also have an extra, new meaning. Match these words with the correct translation or explanation in Portuguese on the right. The first one, which is very easy, has been done for you. You’ll find all the correct answers at the very end of this post.

1	G	a piece of cake	A	improvisar
2		to have a bun in the oven	B	ter um chilique
3		out to lunch	C	reclamar
4		to go postal	D	algo muito difícil
5		to wing it	E	estar grávida
6		a killer	F	bater papo
7		to rat on somebody	G	algo muito fácil
8		to have kittens	H	enlouquecer
9		to shoot the breeze	I	maluco
10		to beef	J	dedurar

For lots more fun activities, check out this Slang Activity Book:

 

And for books on slang with translation and explanations in Portuguese:

Jack Scholes has a first degree in German/Russian from Liverpool University, a Post-Graduate Certificate in Education and EFL from London University, and he is also a Licensed Master Practitioner of Neuro-Linguistic Programming. He has over 40 years experience in ELT and is now a freelance writer, trainer and ELT specialist.

ANSWERS

1	2	3	4	5	6	7	8	9	10
G	E	I	H	A	D	J	B	F	C

Sucesso nos exames - New book by Jack Scholes

Check out the latest book written by Jack Scholes: Sucesso nos Exames.

http://migre.me/a00KG

Prático e divertido, Sucesso nos Exames foi elaborado para você que vai prestar um exame. Qualquer exame: pode ser o concurso público de seus sonhos, a esperada carteira de motorista, o vestibular, o Enem... Entre outros, o livro abrange os seguintes tópicos: Aprenda sobre seus estilos de aprendizagem, Organize seu tempo para revisão, Crie e mantenha a motivação, Perguntas para fazer você pensar sobre suas principais Inteligências Múltiplas e Testes de Leitura.
R$ 39,90

New interview with Jack Scholes!

Jack Scholes has just launched his most recent book, The Coconut Seller, and has kindly given me another interview, talking about extensive reading. Check it out:

Born and bred in England, Jack has over 40 years experience in the field of ELT, in many different countries including Brazil, and is now a freelance trainer and ELT specialist. He is the author of Guitar Glory (Saraiva),
Inglês para Curiosos (Papier), OK! Curiosidades divertidas do inglês
(Campus), Slang – Gírias Atuais do Inglês (Disal Editora), Modern Slang (Disal Editora), Slang Activity Book (Disal Editora), Gems of Wisdom (Disal Editora), Break the Branch? – Quebrar o Galho (Disal Editora), Why do we say that? – Por que dizemos isso? (Campus / Elsevier) and The Coconut Seller (Helbling Languages).

You have just published a new book. What's the story about?
Jack - It’s called The Coconut Seller and it was published in Italy by Helbling Languages for world-wide distribution. Here in Brazil it’s available in a special, exclusive co-edition with Disal Editora. The story is about a poor coconut seller from the favela called Bruno who falls in love with a beautiful rich girl, but her father doesn’t approve and tries to stop the relationship. Then a criminal from Bruno’s past tries to blackmail Bruno into helping him make some easy money. The story combines drama, adventure and action.

Why did you decide to write a story set in Brazil?
Jack - I’ve been working with extensive readers ever since my early days of teaching and I believe this is the first and only reader published by an international publisher where the story takes place in Brazil. I think location really matters. Learners of English in South American have been asking for stories that are ‘local’ for a long time. I also feel particularly proud of this story because it allows students from all over the world to learn more about Brazil. The very first pre-reading activity in the book is a quiz to find out how much you know about Brazil. I sincerely hope that this reader will motivate students from all over the world to find out more about Brazil and appreciate the fascinating richness of the language and culture here.

How important is extensive reading in the process of learning a foreign language?
Jack - In terms of language learning, extensive reading reinforces language already learned until it becomes deeply embedded. Research studies also conclusively prove that extensive reading enhances general language competence and improves the following – reading, writing, listening and speaking skills, vocabulary, grammar and even exam results!
Extensive reading also creates motivation and sustains motivation to read more. And the most exciting thing that happens when students read extensively and regularly is that their attitude towards learning a new language improves, and consequently their motivation increases.

Many students say they don't like reading. What can teachers do to change this opinion?
Jack - This is not entirely true. Students do read quite a lot, but they are unlikely to be reading Machado de Assis or Shakespeare, unless this is compulsory reading for an exam. Almost all teenagers use the Internet to read websites, blogs, send and receive emails, text messages, and instant messages. They are also reading magazines and newspapers on the Internet. So our challenge is to make traditional reading as interesting and attractive as possible, with engaging, compelling texts which are relevant to students’ lives. Noam Chomsky has often been quoted as saying that ‘99% of good teaching is getting students interested in the material.’ This is our first and most important task.
The teachers’ role is crucial. Your attitude as a teacher is probably more important than what you actually teach. We can all easily and quickly remember teachers from our schooldays – the good ones and the bad ones – but how much can we remember about what they actually taught us? You need to ‘sell’ extensive reading. Make sure you read the readers yourself and show boundless enthusiasm. It becomes contagious. You also need to explain the aims, the methodology and the importance of extensive reading. It is your job to guide the students to get the most out of reading and also motivate and encourage them with before, during and after reading activities.

In your opinion, reading is ....
Jack - … good for you!
People do better in their lives generally if they can read well. Reading is the cornerstone of a person’s intellectual, cultural, personal and professional growth. And the virtuous circle of reading shows that:

The more students read,
The better they get at it.
And the better they are at it,
The more they read.

Interview - Jack Scholes

Never stop studying!

That's the main message Jack Scholes leaves for teachers and students in this interview, in which he talks about his career, students' (lack of) motivation, methodologies and learning strategies.

Jack was born and bred in England and has over 35 years experience in the field of English Language Teaching in many different countries around the world. He is now a freelance writer, trainer and ELT specialist.

How long have you been living in Brazil and how did you end up here?
Jack - I’ve been living here since 1976! I came to São Paulo to work for the British Council on a two-year contract and have been here ever since.

How did you start working with ELT here and what was your first book?
Jack - After graduating in German and Russian from Liverpool University, I started my teaching career as a teacher of German in England, and then went to Germany to teach English. After that I taught English in many different countries around the world and later did a post-graduate in Education and EFL at London University before coming here, so Brazil was a continuation of my previous experience in ELT.
My first book was a Reader for adolescents called Guitar Glory and was published by Editora Saraiva. I’m now finishing my ninth book and expect to have ten completed before the end of this year (check all his books at the end of the interview).

Is there "the best way" to learn English (or other language) in your opinion? When is it more suitable to attend regular courses, private classes, study abroad...?
Jack - The simple answer is - No, there is no ‘best way’ or a more suitable time for specific learning situations. We all learn in different ways and even the world’s language teaching experts admit that there is so much that we still do not know about the mysteries of language learning. What every learner needs, though, is to study hard, enjoy the learning process and have patience. Nobody learns another language in a short time. They also say that whatever you learn quickly, you also forget very quickly.

And is there "the best methodology" in your opinion? Does it vary according to students' needs?

Jack - The best methodology is the one that works! Every situation, every teacher and every learner is unique. We need to know what methodologies are available to us, and keep up-to-date with the latest ones. But we also need to choose carefully what works best for us as teachers and our students as learners, and be careful not “throw the baby out with the bath water.” Now there’s a lovely expression!

Many Intermediate students feel they aren't improving anymore (the intermediate plateau). What can teachers and students do to "break this barrier"?
Jack - First of all, teachers can explain to students that after the intermediate level there isn’t much new grammar. Just more of the same thing at a more difficult level. In terms of grammar, what they really need at this level is to concentrate on correcting their errors, on accuracy.
Perhaps more importantly, at this level students can usually communicate most ideas, but what they lack is being able to express themselves fluently, as they do in their native language. What they need most is a lot of high-frequency words and phrases, lots of chunks of language. They also need to be able to speak as much as possible during the lesson. It is highly motivating for students to feel they are finally really being able to use their spoken English.
Although true for all levels, it is crucial at this level to make learning English a lot of fun, with content that interesting and exciting for the student.

How can students be independent learners? How responsible should they be for their own learning?
Jack - Teachers should always encourage students to be independent learners and take responsibility for their own learning. One way to encourage learner autonomy is to make full use of the growing use of technology in people’s lives and incorporate English learning into the normal everyday lives of students. Learners nowadays have fantastic opportunities for exposure to the target language via the web. On the web they have access to a vast variety of amazing resources in English, including, for example, digital language games, interactive exercises, electronic dictionaries, films, song lyrics, online communities etc. etc. Most students are prepared to spend five minutes or even much longer on a website when they might not be too keen to read a book or do exercises in a workbook. However, I think it is very important for teachers to find out exactly what is available for learning English on the Internet and clearly explain to the students about which resources to use and how to make the best use of them.

What should teachers and students do to keep on improving?
Jack - Never stop studying. I’ve been studying and teaching English all my life and I learn something new almost every day. Also, do what you find most pleasurable. I like reading lot and I also love watching films. I also do a lot of research for my books, which I find fascinating. Whatever it is, enjoy it to the full!

Check all Jack's books:

Guitar Glory (Saraiva)

Inglês para Curiosos (Papier)

OK! Curiosidades divertidas do inglês (Campus)

Slang – Gírias Atuais do Inglês (Disal Editora)

Modern Slang (Disal Editora)

Slang Activity Book (Disal Editora)

Gems of Wisdom (Disal Editora)

Break the Branch? – Quebrar o Galho (Disal Editora)