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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