O PROFESSOR PDE E OS DESAFIOSDA ESCOLA PÚBLICA PARANAENSE

2009

Produção Didático-Pedagógica

Versão Online ISBN 978-85-8015-053-7Cadernos PDE

VOLU

ME I

I

PDE - PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL

DIDACTIC UNIT

Art by Vanessa Dubeski Alcantara (Source/images: http://pt.wikipedia.org

Accessed on 30.01.10)

ENVIRONMENTAL

AWARENESS

Profª Cirlene Teresinha Bernardim Orientadora Profª Ms. Sara Geane Kobelinski

SEED-PR PDE/2009

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DEAR TEACHERS!

This Didactic Unit was developed to help students to build and improve

their vocabulary especially focusing on the theme of Environmental area.

The students need to understand that the process of vocabulary

acquisition is much more than simply learning words and their meaning

individually. In order to understand the meaning and to interact with the

language it is necessary to know the word’s combinations, as well as, how

certain terms co-occur in the texts and what messages they come across in a

particular context.

Thus, this work is somehow based on studies in Corpus Linguistics

(CL) and its approaches: Lexical Approach (Michael Lewis, 1993), Lexical

Syllabus (Dave Willis, 1990) and Data Driving Learning - DDL (Tim John, 1991).

The texts used in the Reading Task activities are representative of an

authentic writing and spoken language. In time, we remember that by authentic

we mean that the texts used in the material’s production were compiled from the

World Wide Web and after that exposed to the students’ analysis guided by the

teacher. Our intention is that students be able to recognize and identify

authentic vocabulary by means of “environment chunks samples” of pattern of

language.

The corpus-based activities proposed in the tasks, which were based on

the Lexical approaches, are relatively common for teachers, such as: fill in the

blanks, odd-word-out (elimination), identification of chunks, combinations of

collocations, gap-filling, crossword, categorization of sentences and matching-

up exercises. But the real difference is that the student’s do not work with

invented sentences facilitated for pedagogical purposes. The tasks were

developed to reinforce the students’ specific vocabulary knowledge and the

lexical patterns of language.

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Moreover, with the methodology of teaching English as a Foreign

Language based on CL and its lexical approaches described above and in

sequence, the students can become able to research and analyze the language

use on the computer by means of sites working DDL tools’ tasks.

In this case, the site Compleat Lexical Tutor allows to practice for

content-specific uses of words and lexical items, explore their occurrences, the

most frequent collocations, build vocabulary lists and many other examples of

how students can learn a specialized vocabulary and a real world language.

To achieve this goal, the class should be well-focused and instructed to

use these technological tools. For this work, some lexical tasks were

researched on the Compleat Lexical Tutor v.6.2.

So, how can teachers and students research on it?

We suggest that teacher visit the site http://www.lextutor.ca/ and follow

these steps to build vocabulary lists in alphabetical order and know the most

frequent words in a text. The site is self explicative. Therefore, the Compleat

Lexical Tutor is a tool for Data Driven Learning-DDL which can be exploited for

various discoveries of language use, by both teachers and students.

Although it requires prior training to use, the teacher becomes a tutor

and the students have the opportunity to be researchers.

We hope you enjoy it!

GOOD LUCK!

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DEAR STUDENTS! The Earth is only one! The Nature depends on our help! How can you reduce your footprint on the Environment? How to get a green lifestyle? Is there still time to save the Planet? Get involved up now! Act now!

AWARENESS

Let’s begin this unit with a beautiful song of Michael Jackson. He

dedicated this song for all the children around the world. In an interview, he said

that "Heal the World” is the song he felt most proud to have created.

Enjoy it!

HEAL THE WORLD by Michael Jackson

(…)

Heal the world

Make it a better place

For you and for me and the entire human race

There are people dying

If you care enough for the living

Make a better place for

You and for me.

(…)

(Sources: Lyrics http://vagalume.uol.com.br/michael-jackson/heal-the-world.html Video http://www.youtube.com/watch?v=eO0Q2yu1pzk - Accessed on 02.19.10)

NaTURE

MAnkind

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“I would feel more optimistic about a bright future for man if he spent less time proving that he can outwit Nature…” Elwyn Brooks White, Essays of E.B. White, 1977

(Source: http://en.wikiquote.org/wiki/E._B._White - Accessed on 19.02.10)

After listening the song and read the quote above, do you think is there

heal for the world? Is there future for man?

PRE READING FLOWERS ON THE WALL

(Source: http://www.publicdomainpictures.net/view-image.php?image=152&picture=flowers-on-the-wall - Accessed on 02.20.10).

TASK 1. GENERAL COMPREHENSION

1. Look at the picture above and analyze it. Answer the questions.

a. Which are the elements and colors that compose this image? _____________________________________________________________ b. In this context, do you think the Nature is fragile or strong? Why? _____________________________________________________________

_____________________________________________________________ c. What kind of feeling does this image evoke in you? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

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TEXT I FLOWER IN THE CRANNIED WALL

Flower in the crannied wall

I pluck you out of the crannies

I hold you here, root and all, in my hand,

Little flower – but if I could understand

What you are, root and all, all in all

I should know what God and man is.

Alfred Tennyson (English poet, 1809 -1892) (Source: http://en.wikipedia.org/wiki/1 - Accessed on 03.03.10)

TASK 1. GENERAL COMPREHENSION

1. Read the poem again and match the phrases below, according to some

possible inferences from the text.

(a) The poem can demonstrate… ( ) God’s creation

(b) The power of … ( ) the fragility of nature

(c) The strength of … ( ) man’s destruction

2. Can you feel the rhythm of the poetry? Find the rhymes and copy them:

_______________________________________________________________

_______________________________________________________________

3. The poem reminds us of a “feeling for nature”. Do you think people are

worried about Nature? ( ) Yes. Why? ( ) No. Why not?

Because________________________________________________________

_______________________________________________________________

TASK 2. VOCAB in action

1. Match the columns observing the meaning of the words in the text.

(a) crannied (b) the crannies (c) could understand (d) should know (e) pluck out (f) hold (g) root

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( ) pull up by the roots ( ) the rocks, the stones ( ) could comprehend ( ) having small chinks or crannies ( ) should understand between rocks or stones ( ) the usually underground portion of a plant ( ) to keep

TEXT II GREEN CONCEPTS

Feeling for Nature is a consciousness, sensibility or sympathetic

perception of the physical world and its scenery in their uncultivated

state.

(Source:http://www.eionet.europa.eu/gemet/concept?cp=10976&langcode=en&ns=1

Accessed on: 03.07.10)

Environmental Awareness is a process to understand concepts,

recognize values and appreciate the inter-relationship among man, his

culture and his bio-physical surrounding.

(Source: http://www.eionet.europa.eu/gemet/concept?cp=2778&langcode=en&ns=1

Accessed on: 03.07.10)

Ecology is the scientific study of the distributions, abundance and

relations of organisms and their interactions with the environment.

Ecology includes the study of plant and animal populations, plant and

animal communities and ecosystems.

(Source: http://en.wikipedia.org/wiki/Ecology - Accessed on 03.07.10)

Biodiversity refers to the variety of life on Earth at al its levels, from

genes to ecosystems, and the ecological and evolutionary processes

that sustain it.

(Source:http://cbc.amnh.org/center/what.html - Accessed on 03.07.10)

The 3 R’s green principle: reduce → reuse → recycle

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TASK 1. VOCAB in action

1. In the texts above you can find many cognates. Underline and copy them, at

least ten words.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Read the words in the chart bellow and complete the phrases.

Environment ecology Biodiversity

AWARENESS environmental love for nature SURROUNDINGS ENVIRONMENTALISTS

a. The _____________________________ policies can’t stop the deforestation

in the Amazon.

b. We must have ________________________________________________.

c. Environmental ____________________ and education can save the planet.

d. ____________________________is the study of the relationships between living organisms and their environments. e. The rural ___________________________________ is deforested.

f. The _____________________are engaged in protecting the wildlife.

g. We must protect our ____________________________________________. h. ___________________________ includes all microscopic organisms, plants and animals, everywhere, water and land. 3. Complete the spidergram with the green verbs:

PRESERVE PROTECT REDUCE RECYCLE

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4. Write sentences with the green verbs and the words in the chart below.

animals - cans - energy consumption - forests - wildlife - soil - glass plastic - gas emissions - papers - styrofoam - water - waste - ecosystems sources - clean air - freshwater - battery - plastic bags - pesticides - CO²

Respect for nature is: __________________________________

__________________________________

Respect for nature is: _________________________________

_________________________________

Respect for nature is: _________________________________

__________________________________

Respect for nature is: __________________________________

__________________________________

4. What is the 3 R’s green principle? __________________________________

PRE READING THE PRINCE’S RAINFORESTS PROJECT

We are going to watch an interesting video. It is a global awareness

campaign launched by The Prince's Rainforests Project. While you are watching

it, observe that besides Prince Charles, other personalities are involved in the

campaign: Daniel Craig, Pelé, Robin Williams, Harrison Ford, Princes William

and Harry, Dalai Lama, Joss Stones and Kermit the Frog.

RESPECT FOR

NATURE

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1. Why their participation is so important? ______________________________

_______________________________________________________________

TEXT III VÍDEO: SAVE THE RAINFORESTS

1. Access the link below to watch the video:

http://www.youtube.com/watch?v=boEDMVNAPk4&feature=player_embedded

(Source: http://www.youtube.com - Accessed on 05.03.10)

TASK 1. GENERAL COMPREHENSION

1. Choose the alternatives that best reproduce the voices of the campaign.

a. ( ) Every year, our rainforests are destroyed by cattle ranches.

b. ( ) Every year, the destruction of our rain forests, releases more carbon

dioxide into the atmosphere that all world’s cars, planes and ships put together.

c. ( ) We need the rain forests. Everybody does!

d. ( ) The rainforests need of a clean atmosphere.

e. ( ) Time to preserve the rainforests! Full of us!

2. At the end of the video, there is a slogan. Transcribe it and translate.

_______________________________________________________________

_______________________________________________________________

TASK 2. VOCAB in action

1. Fill in the blanks with the rainforests bad words:

deforestation - forest fires - cut down - damages - exploitation - destruction

a. People ____________ the Amazon rainforest for commercial ____________.

b. The main cause of Amazon ________________ is cattle ranching.

c. The ____________ of rainforests causes ______________ to biodiversity.

d. Thousands of square miles in the Amazon are damaged and destroyed by

_____________________.

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PRE READING CHIEF SEATTLE: A SHORT BIOGRAPHY

Photo taken in 1865 Statue in Seattle-WA

(Source: images http://en.wikipedia.org/wiki/Chief_Seattle - Accessed on 01.12.10)

1. Who was Si’ahl or Seattle? _______________________________________

2. Why did he become important? ____________________________________

3. Have you ever heard about his letter? Then, let’s read this beautiful version.

TEXT IV CHIEF SEATTLE’S LETTER

"The President in Washington sends word that he wishes to buy our land.

But how can you buy or sell the sky? The land? The idea is strange to us. If we

do not own the freshness of the air and the sparkle of the water, how can you

buy them?

Every part of the earth is sacred to my people. Every shining pine needle,

every sandy shore, every mist in the dark woods, every meadow, every

humming insect. All are holy in the memory and experience of my people.

We know the sap which courses through the trees as we know the blood

that courses through our veins. We are part of the earth and it is part of us. The

perfumed flowers are our sisters. The bear, the deer, the great eagle, these are

Chief Seattle (Si’ahl) 1780 - 1866 The leader of the Suquamish and Duwamish Native American Tribes who lived in what is now the city of Seattle, named after him, in the State of Washington (USA). Around 1854, the President Pierce sent government officials to sign a treaty with Chief Seattle and buy the native lands. In response, Chief Seattle made a speech that became famous worldwide as a message with environmental values: the importance of living in harmony with nature and treat it with respect. There are other versions of this letter, but what really matters is its ecological message.

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our brothers. The rocky crests, the dew in the meadow, the body heat of the

pony, and man all belong to the same family.

The shining water that moves in the streams and rivers is not just water,

but the blood of our ancestors. If we sell you our land, you must remember that

it is sacred. (…)

Will you teach your children what we have taught our children? That the

earth is our mother? What befalls the earth befalls all the sons of the earth.

This we know: the earth does not belong to man, man belongs to the

earth. All things are connected like the blood that unites us all. Man did not

weave the web of life; he is merely a strand in it. Whatever he does to the web,

he does to himself”. (…)

(Source: http://www.barefootsworld.net/seattle.html - Accessed on 03.07.10)

TASK 1. GENERAL COMPREHENSION

1. According to the text, what idea was strange for the American natives?

_______________________________________________________________

2. What was the Chief Seattle’s vision about man x nature relationship?

_______________________________________________________________

_______________________________________________________________

TASK 2. VOCAB IN action

1. Complete the chart with the words from the text.

ANIMALS LANDSCAPE OTHER NATURE ELEMENTS

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2. What is the odd alternative?

a. ( ) the bear b. ( ) the deer c. ( ) the pine

d. ( ) the great eagle e. ( ) the pony f. ( ) the buffalo

3. Choose a word in the chart below to complete the collocations.

rocky - freshness - humming - sparkle - shining - sandy - heat

a. _______________________ insect.

b. _______________________ shore.

c. _______________________ crests.

d. __________________ pine needle.

e. ____________________ of the air.

f. ___________________of the water.

g. body ___________________ of the

pony.

4. Use the correct words in the box to complete the sentences below.

How - part - of - every - the - can

a. ________________________ you buy or sell the sky? The land?

b. ________________________ you buy them?

c. _________________________ air.

d. ____________________ water.

e. _______________________ earth.

f. Every ________________ the earth.

g. Every ____________________ us.

h. We are ______________________

the earth and it is ________________ us.

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PRE READING ACTIONS IN FACT

Chief Seattle in the past, as well as other great names, companies,

activists, government and non-government organizations have emerged over

time around the world, expressing their ideals in defense of the environment.

Therefore, it is opportune to remember some important people like Rachel

Carson, scientist and ecologist; Ernst Friedrich Schumacher, green economist;

Chico Mendes, environmental activist; Al Gore, speaker on climate change

issues - to mention some names. But especially, Reinhard Maack considered

the first environmentalist in the State of Paraná, whose predictions in the 30’s,

became reality in our present scenario.

“It is a fact that, in the near future, the Brazilian walnut, the cedar, the peroba and other noble woods will become botanical rarities, being represented - the pines - by feeble thickets”. Reinhard Maack (1938).

(Source: www.loboguara.com/portfolio/impressos/pdf/folder_expo_maack.pdf Accessed on 02.03.10)

CANDELABRA TREES

Candelabra Trees

(Picture: personal collection. Taken on 05.23.10)

TASK 1. EXTRA CLASS ACTIVITY

1. Organize the class in groups to:

a. Research and write a short biography of the environmentalists: Al Gore,

Chico Mendes and Reinhard Maack.

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b. Highlight some of their contributions to the preservation of Nature and the

Environment.

c. Research for the scientific name of Candelabra Tree and other threatened

species in the State of Parana.

2. Organize a panel (use recycled paper) or produce some slides for a

presentation.

TEXT V WHAT IS IUCN?

IUCN, the International Union for Conservation of Nature, helps the world

find pragmatic solutions to our most pressing environment and development

challenges. It supports scientific research, manages field projects all over the

world and brings governments, non-government organizations, United Nations

agencies, companies and local communities together to develop and implement

policy, laws and best practice.

IUCN is the world’s oldest and largest global environmental network - a

democratic membership union with more than 1,000 government and NGO

member organizations, and almost 11,000 volunteer scientists in more than 160

countries.

IUCN’s work is supported by more than 1,000 professional staff in 60 offices

and hundreds of partners in public, NGO and private sectors around the world.

The Union’s headquarters are located in Gland, near Geneva, Switzerland.

IUCN AT A GLANCE

Founded in 1948 as the world’s first global environmental organization.

Today the largest professional global conservation network.

A leading authority on the environment and sustainable development.

More than 1,000 member organizations in 140 countries including 200+

government and 800+ non-government organizations.

Almost 11,000 voluntary scientists and experts, grouped in six

Commissions.

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A neutral forum for governments, NGOs, scientists, business and local

communities to find pragmatic solutions to conservation and

development challenges.

Thousands of field projects and activities around the world.

Governance by a Council elected by member organizations every four

years at the IUCN World Conservation Congress.

Funded by governments, bilateral and multilateral agencies, foundations,

member organizations and corporations.

Official Observer Status at the United Nations General Assembly

IUCN’s VISION AND MISSION

Our vision is a just world that values and conserves nature.

Our mission is to influence, encourage and assist societies throughout

the world to conserve the integrity and diversity of nature and to ensure that any

use of natural resources is equitable and ecologically sustainable.

(Source: http://cms.iucn.org/about/ - Accessed on 03.22.10)

TASK 1. GENERAL COMPREHENSION

1. Read the text and look for the answers:

a. What is IUCN? _________________________________________________

b. The Union’s headquarters are located:

( ) in New York (USA) ( ) in London (England) ( ) in Gland (Switzerland)

c. IUCN was founded: ( ) in 1968 ( ) in 1948 ( ) in 1958

d. What is the IUCN’s mission?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. Write T (True) or F (False) according to the text.

a. ( ) IUCN is the oldest and largest global environmental network in the world.

b. ( ) It has less than 1,000 government and NGO member organizations.

c. ( ) The IUCN’s mission is to conserve the integrity and diversity of nature in

the world.

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d. ( ) The IUCN’s mission is to support sustainable development projects.

TASK 2. VOCAB in action

1. Underline the cognates in the text. List at least ten words. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. Link the words from the chart A with B and make collocations in the chart C.

- Look for the collocations in the text.

A.

pressing sustainable development scientific field non-government implement environmental ecologically natural neutral local

B.

sustainable challenges network researches communities forum environment development resources policy organizations field

C.

COLLOCATIONS

1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ 4. ___________________________________________________________ 5. ___________________________________________________________ 6. ___________________________________________________________ 7. ___________________________________________________________ 8. ___________________________________________________________ 9. ___________________________________________________________ 10. ___________________________________________________________ 11. ___________________________________________________________ 12.

3. Have you ever heard about the IUCN Red List of threatened species?

The IUCN Red List is an inventory of the global status of conservation of

thousands species around the world.

The terms below are used to classify the status of species in the world.

concern - vulnerable - threatened - extinct - extinct in the wild - endangered

(Source: http://www.iucnredlist.org/ - Accessed on 22.03.10)

a) Translate into English the status of species in “across and down” and fill in

the crossword below.

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STATUS OF SPECIES

CROSSWORD

1 2

Across and down 3

Status 1. Extinto na vida silvestre 4

2. Preocupante 3. Vulnerável 4. Ameaçado 5. Em perigo 5

TASK 3. RESEARCHING in the lab

1. Access the IUCN Red List page http://www.iucnredlist.org/

2. To enter, type the scientific name of Candelabra Tree.

a. Search on the status of its conservation, common(s) name(s), major

threats, population, habitat and conservation actions.

b. Search on the other threatened species in the Parana State.

3. Search on the web about the managed forests and the Forest Stewardship

Council system.

4. Organize a panel (use recycled paper) or produce slides for a presentation.

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PRE READING CLIMATE CHANGE

The effects, or impacts, of climate change in our lives may be physical,

ecological, social or economic. Evidence of observed climate change includes

the instrumental temperature record, rising sea levels, and decreased snow

cover in the Northern Hemisphere.

(Source: http://en.wikipedia.org/wiki/Effects_of_global_warming#Definition_of_climate_change

- Accessed on: 05.10.10)

1. Do you think climate change is the result from human activities? Can you

cite some of them? _______________________________________________________________

_______________________________________________________________

TEXT VI GLOBAL WARMING

We have read a lot of articles and papers about global warming. It is

really happening and whether we like it or not we are part of this environmental

issue. We might be just an ordinary citizen, but we can do something about it.

But really, what is global warming? It is basically the increase in

temperature of earth’s atmosphere, land masses and oceans. Global warming

is caused by greenhouse gases mainly carbon dioxide which produced or

emitted through various human activities. As a result, there are many

environmental issues attributed to global warming like climate change.

In recent decades there are increase in intensity and frequency of

extreme weather events. For this reason, Southeast Asia which is known to be

vulnerable to climate change has experienced massive flooding, landslides and

droughts in various areas.

(Source: http://green.wikia.com/wiki/What_is_Global_Warming%3F - Accessed on 05.10.10)

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TASK 1. GENERAL COMPREHENSION

1. What is global warming? Look for the answer in the text.

_______________________________________________________________

_______________________________________________________________

2. What is the mainly consequence of global warming?

_______________________________________________________________

3. Which extreme weather events the humanity has experienced due climate

change?

a. ( ) floods c. ( ) hurricanes e. ( ) unemployed

b. ( ) drought d. ( ) violence f. ( ) landslides

TASK 2. VOCAB in action

1. Translate the words below and fill in the gaps, according to the text.

landslides - climate change - droughts - global warming - increase

Flooding - weather - carbon dioxide - land masses

greenhouse gases - environmental issues

A. We have read a lot of articles and papers about 1 2 . It is

really happening and whether we like it or not we are part of this 3

4 .

B. But really, what is 5 6 ? It is basically the 7 in

temperature of earth’s atmosphere, 8 9 and oceans.

10 11 is caused by 12 13 mainly

14 15 which produced or emitted through various human

activities. As a result, there are many environmental issues attributed to global

warming like 16 17 .

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C. In recent decades there are increase in intensity and frequency of extreme

18 events. For this reason, Southeast Asia which is known to be

vulnerable to climate change has experienced massive 19 ,

20 and 21 in various areas.

2. Observe the concordances with the word warming. In which sentences this

word has the same meaning that in the text above?

[1] "Nay, there is more besides," Anne told her, warming to her theme. She recalled that she had at the time [2] Did you hear about the plastic surgeon warming himself by the fire? He melted! [3] of the planet's gaseous envelope due to differential warming of the atmosphere at various latitudes by solar radiation [4] I would not, either, sink into the mud, warming it with the warmth I brought to it, as in a sty of [5] age League National Division Four South after a heart-warming performance at Basingstoke on Saturday. [6] to host an international conference on global warming next year. This follows widespread criticism of the [7] he reporters. - Reuter…Flooding relief. Global warming will cause less coastal flooding than originally

(Source:http://conc.lextutor.ca/concordancers/multi/conc.pl?inputs=warming&this_corp=bnc_wri

tten.txt&limit=7&format=plain - Accessed on 05.10.10)

a. ( ) 1, 3, 5, 7 b. ( ) 2, 4, 6 c. ( ) 3, 4, 5, 7

d. ( ) 3, 6, 7 e. ( ) 3, 5, 7

TASK 3. TIME TO ACT NOW!

1. Think about what you can do to improve the environment where do you live.

2. Work in groups, prepare slogans and start a campaign in the school.

Choose the best way for the presentation of your work: slides, videos, etc.

Good work!

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APPENDIX

Dear Teachers!

In this part of the proposed didactic-pedagogic you can find some

“Teacher Tips” and answers to some exercises to facilitate the development of

work in the classroom and computer lab. The tips are listed following the

activities of the unit.

TEACHER TIPS

1. The song “Heal the World” (Michael Jackson) was proposed as an activity of

warm up and the teacher will have many possibilities to explore the vocabulary

of the lyrics in practical exercises. (Page 3).

2. Text III - Video: “Save the Rainforests” (Prince Charles), aims the listening

practice of the vocabulary on environmental issues. The correct alternatives of

this listening comprehension are: (b), (c) and (e). (Page 9).

3. The answers of crossword activity, (page 17), are:

1. Extinct in the wild

2. Concern

3. Vulnerable

4. Threatened

5. Endangered

4. The gap-filling and concordance tasks with the Text VI - “Global Warming”,

(pages 19 and 20), were developed at the Compleat Lexical Tutor site:

http://www.lextutor.ca/.

A. To build vocabulary exercises based on the lexical approaches and work

with the students in the lab using the technological tools in the site above, follow

the steps:

To gap-filling activities:

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1. Click CLOZE (4 th column),

2. Click VOCABPROFILE and ENGLISH;

3. Paste or type your text and the title;

4. In item 2, it’s necessary to calibrate the band. For a test, the teacher

can CHOOSE BAND: mixed percents or a MIX of 1k content: 10%; in 2k:

20% and in AWL (Academic Word List): 20%. The teacher can go testing

the percentages depending on the type of text.

5. Click SUBMIT and it opens the activity with the gaps to be filled and then

check the correct and wrong answers.

To produce concordances tasks:

1. Click MULTICONC (4th column), enter with a word; choose the corpus,

lines and mode.

2. Click BUILD.

To build other exercises and language researches like:

- Vocabulary lists in alphabetical order and to know the most frequent

words in a text:

1. Click FREQUENCY (in the 3rd column), the MENU appears, so click

ENGLISH to open a window,

2. Type or paste your selected text and the title in it. Choose the SORT

METHOD and click SUBMIT_WINDOW.

To list word families: click FAMILIZER (3rd column), paste the text and

title and click SUBMIT_WINDOW.

Through these technological tools the teacher can also to perform student’s

self-assessment on vocabulary in the lab.

However, the texts should be worked previously in the classroom and the

students must become aware of the importance of a self-assessment.

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REFERENCES

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