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Avaliação e assiduidade nas ações de formação

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Avaliação e assiduidade nas ações de formação

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INFORMAÇÃO_Avaliação e assiduidade nas ações de formação

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Watch the vídeo and do the exercises on the worksheet you can find below on PDF format.

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IN / ON / AT - Prepositions of PLACE AND TIME | English Grammar Lesson (+ Free PDF & Quiz)

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Do you like practising your English pronunciation? Have fun saying tongue twisters in English. Saying tongue twisters can be difficult at first, so don't worry if you can't do it very well to begin with. Just keep practising and have fun!

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This course aims at the teachers of Joaquim de Barros School, Paço d'Arcos, Oeiras. Its capital objective is to develop their speaking skills in English, so they feel better prepared to teach some of the contents of their subject in English.
Here, you can find some materials, documents related to the course and some of the produts of the teachers' learning tasks.

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Introducing myself (write your name as the title and insert a video or audio file where you introduce yourself (identity and the subject you teach). Say also, what you expect from this course.

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Ana Claudino

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Class material: vídeo - Television is a drug

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Class material: vídeo - Television is a drug

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Inspired by Todd Alcott's poem, Television.
www.handcraftfilms.com

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Projeto Erasmus+ que envolveu vários países, entres Portugal para desenvolver CLIL nas respetivas escolas

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O plurilinguismo encontra-se no cerne da construção de uma identidade europeia, uma vez que as línguas são um dos traços essenciais da identidade cultural de cada europeu. A aquisição e a sensibilização às línguas estrangeiras são cada vez mais importantes para o estabelecimento de um diálogo intercultural nas sociedades atuais e para o incremento da empregabilidade dos indivíduos. A comunicação em línguas estrangeiras está classificada como uma das oito competências de aprendizagem ao longo da vida.

A finalidade do projeto C4C - que se iniciou no dia 1 de setembro de 2015 - é apoiar os professores do 1º ciclo por meio de um programa de formação completo sobre CLIL.

O acrónimo CLIL significa Content and Language Integrated Learning (Aprendizagem Integrada de Conteúdos e Língua) e implica o ensino/aprendizagem de áreas curriculares como Estudo do Meio ou História por intermédio de uma língua estrangeira, ao mesmo tempo que se ensina essa língua estrangeira ([1]). A abordagem CLIL tanto pode ser ativada pelo professor de língua estrangeira (por meio de conteúdos transdisciplinares), pelo professor titular (que usa o inglês - ou outra língua estrangeira - para veicular instrução) ou por ambos, trabalhando em conjunto.

A principal caraterística da abordagem CLIL é a sua integração simultânea de aprendizagem de conteúdo e de uma língua estrangeira. C4C usará o inglês como a língua estrangeira a utilizar na abordagem CLIL.

São diversos os estudos que comprovam que as crianças são particularmente recetivas à aprendizagem de línguas em idades precoces, pelo que as competências linguísticas e a sensibilização ao plurilinguismo devem ser implementadas desde cedo, no 1º ciclo, ou até antes, podendo a abordagem CLIL ser uma oportunidade de o fazer de forma natural.

Nas últimas duas décadas vários estudos demonstraram que a abordagem CLIL estimula o plurilinguismo e cria oportunidades de aprofundamento de capacidades e competências. Contudo, uma abordagem CLIL eficaz requer uma metodologia específica e uma adequada formação dos professores.

C4C levará a cabo as seguintes atividades:

Uma revisão do estado da arte sobre CLIL no 1º e 2º ciclos do ensino básico, incluindo boas práticas e dificuldades sentidas pelos professores;

Uma revisão de Open and Educational Resources (OER)/ Recursos Educativos de Acesso Livre para CLIL, na web, que possam ser usados no 1º e 2º ciclos do ensino básico.

Com base nos resultados do estudo e da revisão de OER, o projeto desenvolverá:

Orientações sobre o desenvolvimento e uso de CLIL no 1º e 2º ciclos do ensino básico;

Um conjunto de recursos e materiais CLIL e planos de aula para ensinar Estudo do Meio e Matemática em inglês no 1º e 2º ciclos;

Um Guia sobre estes tópicos

Um Curso online para professores sobre como utilizar a metodologia CLIL no 1º e 2º ciclos.
Os números previstos são de informação de cerca de 59.000 participantes dos grupos alvo sobre o projeto C4C e de envolvimento de cerca de 700 professores e de 2.000 alunos, a diversos níveis.

[1] Mehisto, P., Marsh, D., Frigols, M.J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan Education.

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O plurilinguismo encontra-se no cerne da construção de uma identidade europeia, uma vez que as línguas são um dos traços essenciais da identidade cultural de cada europeu. A aquisição e a sensibilização às línguas estrangeiras são cada vez mais importantes para o estabelecimento de um diálogo intercultural nas sociedades atuais e para o incremento da [...]

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Reactions when you're speaking with someone

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Reactions when you're speaking with someone

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cooking verbs vocabulary esl picture dictionary worksheets for kids (1)

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cooking verbs vocabulary esl picture dictionary worksheets for kids

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The WHAT and WHY of CLIL | Aleksandra Zaparucha | CLIL Matters

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The CLIL Wheel for Language and Subject Teachers - Kapelusze Lektora PASE Conference

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Station Rotation: Differentiating Instruction to Reach All Students

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The magic of QR codes in the classroom - Karen Mensing

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Write a few sentences to begin a CLIL lesson with. Start with "Last lesson..."

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Write a few sentences to begin a CLIL lesson with. Start with "Last lesson..."

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Tongue twisters are a great way to practice and improve pronunciation and fluency. They can also help to improve accents by using alliteration, which is the repetition of one sound. They're not just for kids, but are also used by actors, politicians, and public speakers who want to sound clear when speaking. Below, you will find some of the most popular English tongue twisters. Say them as quickly as you can. If you can master them, you will be a much more confident speaker.

1. Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

2. Betty Botter bought some butter
But she said the butter's bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So 'twas better Betty Botter bought a bit of better butter

3. How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood

4. She sells seashells by the seashore.

5. How can a clam cram in a clean cream can?

6. I scream, you scream, we all scream for ice cream.

7. I saw Susie sitting in a shoeshine shop.

8. Susie works in a shoeshine shop. Where she shines she sits, and where she sits she shines.

9. Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn't fuzzy, was he?

10. Can you can a can as a canner can can a can?

11. I have got a date at a quarter to eight; I'll see you at the gate, so don't be late.

12. You know New York, you need New York, you know you need unique New York.

13. I saw a kitten eating chicken in the kitchen.

14. If a dog chews shoes, whose shoes does he choose?

15. I thought I thought of thinking of thanking you.

16. I wish to wash my Irish wristwatch.

17. Near an ear, a nearer ear, a nearly eerie ear.

18. Eddie edited it.

19. Willie's really weary.

20. A big black bear sat on a big black rug.

21. Tom threw Tim three thumbtacks.

22. He threw three free throws.

23. Nine nice night nurses nursing nicely.

24. So, this is the sushi chef.

25. Four fine fresh fish for you.

26. Wayne went to wales to watch walruses.

27. Six sticky skeletons. (x3)

28. Which witch is which? (x3)

29. Snap crackle pop. (x3)

30. Flash message. (x3)

31. Red Buick, blue Buick. (x3)

32. Red lorry, yellow lorry. (x3)

33. Thin sticks, thick bricks. (x3)

34. Stupid superstition. (x3)

35. Eleven benevolent elephants. (x3)

36. Two tried and true tridents. (x3)

37. Rolling red wagons. (x3)

38. Black back bat. (x3)

39. She sees cheese. (x3)

40. Truly rural. (x3)

41. Good blood, bad blood. (x3)

42. Pre-shrunk silk shirts. (x3)

43. Ed had edited it. (x3)

44. We surely shall see the sun shine soon.

45. Which wristwatches are Swiss wristwatches?

46. Fred fed Ted bread, and Ted fed Fred bread.

47. I slit the sheet, the sheet I slit, and on the slitted sheet I sit.

48. A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.

49. Lesser leather never weathered wetter weather better.

50. Of all the vids I've ever viewed, I've never viewed a vid as valued as Alex's engVid vid.

Practice some common tongue twisters with me in these videos:

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50 Tongue Twisters to improve pronunciation in English

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Tongue twisters are a great way to practice and improve pronunciation and fluency. They can also help to improve accents by using alliteration, which is the repetition of one sound. They're not just for kids, but are also used by actors, politicians, and public speakers who want to sound clear when speaking.

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Rosário Mexia
Last lesson we talked about the eighteen century and we saw a video about the barroc monuments. You learned some important words and vocabulary of this historic period.

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Last lesson we learnt how to draw a frame. 

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Last lesson we learnt how to draw a frame. 

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Last lesson we used a ruler to draw a straight line.

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Last lesson you learnt how to do a mind map

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Last lesson we talked abaut angles.
You learned how to measure and draw an angle.
Your homework was to draw an obtuse angle with 120 degrees, in a blank sheet, which I´m going to collect now!

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Last lesson we learned who where the first communities that lived in Iberian Peninsula and from where they came.
They came from Africa and they were nómade hunters and collectors.
They used stone, bone and wooden instruments and they lived in caves or tents by the rivers.
They dressed with furs and they painted animals and hunt scenes in the cave walls or rocks (rock art).
They learned how to use fire to illuminate caves, to warm themselves, to defend from wild animals and to cook.
They were nomads because they couldn’t produce food, so when there were no more animals to hunt or fruit, roots, eggs and grapes to collect, they went away to other regions, always in search of food.

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Last lesson we learnt about Lusitano's life life whose leader was Viriato.

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Last lesson we learned the binary for (AB)
How many themes have the binary got? Do you remember?
It has two different themes.
Last lesson we have learnt a new song. Do you remember the name?
The name of the song is "Time is Money".

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Fernanda Pinto e João Santos

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Fernanda Pinto e João Santos

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QUIZ
Fernanda Pinto e João Santos

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History - Portugal from the Iberian Union to the restoration of independence 

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History - Portugal from the Iberian Union to the restoration of independence 

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Ana Raquel, Carla Rainho, Elisabete Dias

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Adília Real, Ana Freire e Rosário Mexia

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Adília Real, Ana Freire e Rosário Mexia

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Adília Real, Ana Freire e Rosário Mexia

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Adília Real, Ana Freire e Rosário Mexia

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Adília Real, Ana Freire e Rosário Mexia

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Dulce Lopes

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Dulce Lopes

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https://kahoot.it/challenge/04811900?challenge-id=a485ee15-5a24-4796-a76b-e81f8f4b7c60_1648716305678

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Dulce Lopes

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Lesson Plan - Ana Claudino e Carolina Carvalho

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Lesson Plan - Ana Claudino e Carolina Carvalho

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Science - Water

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What did you learn at last lesson?
Last lesson we talked about the respiratory system of different animals. We learned that it depends on the environment where they live, namely in the land or in the water. The water mamals have lungs and even living in water they can take oxygen from atmospheric air.

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Photographs of the activities - Ana Claudino e Carolina Carvalho

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Photographs of the activities - Ana Claudino e Carolina Carvalho

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Science - Water

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This was the Lesson Plan for our ICT Class about Scratch. We hope you liked it so much as we did!

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Last lesson we did mental calculation.
Laste lesson we did exercice at page 53 but we didn´t corret. Now we are going corret this is exercice.