2011 UFT Fulbright Workshops

Grammar
Have a question on English grammar?  Try searching your question on Grammar Girl: grammar.quickanddirtytips.com
I have found the site very helpful for explaining some of the finer points of English grammar.


Livemocha
Livemocha is a language learning site that is (mostly) free.  It creates a world network of students attempting to learn other languages.  You help people learn Portuguese and they help you learn the language you wish.
www.livemocha.com

Mángo
Mángo Languages offered a free trial to students of the intro program.  Give it a try:
https://libraries.mangolanguages.com/fulbright-program/try/06cdf639f

Select "Click Here"
Select "English Courses"
Select "Basic"


You can also select "Complete 2.0"
Enjoy.  If you are idle for 20 minutes you have to start over again.


For more advanced students, I found it more affective to take the course for Portuguese speakers to learn English.  So try taking the course for English speakers to learn Portuguese.  Many little useful tidbits on English language cultural norms.


Phonetics
Need help with English sounds?  Try these sites: http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html

Teaching Resources

Like "ReloBrazil" on facebook.  They host webinars and offer other opportunities for current English teachers to stay up to date with English.  website: englishforbrazil.usembassy.gov  Facebook: http://www.facebook.com/EmbaixadadosEUA.BR#!/pages/RELOBrazil/142164889164564

FORUM www.forum.state.gov
The quarterly journal published by the U.S. Department of State for teachers of English as a foreign or second language.  The publications include lesson plans.

Celebrate! Holidays in the U.S.A. http://exchanges.state.gov/englishteaching/resources-et/celebrate.html
Celebrate! Holidays in the USA is an introductory cultural text about American holidays and the ways in which they are commemorated. A longtime favorite among foreign audiences, this volume has been fully updated and re-released in a richly illustrated second edition.

Sing Out Loud – Children’s Songs: http://exchanges.state.gov/englishteaching/resforteach/pubcat/classtext/iskills/solcs.html
This downloadable CD contains thirteen tunes familiar to many Americans and is useful for listening practice and language lessons on topics ranging from counting to rhyming. Included on this disc are classroom favorites such as "The Alphabet Song", "Mary Had a Little Lamb", "Head, Shoulders, Knees and Toes", and more.

Sing Out Loud – Traditional Songs: http://exchanges.state.gov/englishteaching/resforteach/pubcat/classtext/iskills/solts.html

This downloadable CD contains thirteen tunes familiar to many Americans and provides listening practice and language lessons on topics ranging from rhyme and rhythm to American history and geography. Included on this disc are classroom favorites such as “She’ll Be Coming ’Round the Mountain,” “Yankee Doodle Dandy,” and “Oh! Susanna.”

The Lighter Side of TEFL:

http://exchanges.state.gov/englishteaching/resforteach/pubcat/teach-res-mat/teachtech/ls-tefl.html

The Lighter Side of TEFL is a collection of activities that includes word games, crossword puzzles, idioms, limericks, jokes, riddles, and international folk tales.

Conversation Workshop

7th Class; May 17th, 2011:

Opened the class with a chart of categories for the students to fill out: countries, adjectives, verbs, parts of the body, days of the week, days of the month.  Students had the time length of one song to fill out the charts.

We reviewed the last class and listened to "Where is the Love" by the Black Eyed Peas.   Next we listened to the song "Strange Fruit" sang by Billie Holiday.  Students who missed the class are encouraged to search for the song on "Youtube."

Strange Fruit

By Abel Meerepol

Sang by Billie Holiday

 Southern trees bear strange fruit,

 Blood on the leaves and blood at the root, 

Black body swinging in the Southern breeze,

 Strange fruit hanging from the poplar trees. 

Pastoral scene of the gallant South, 

The bulging eyes and the twisted mouth,

 Scent of magnolia sweet and fresh,

 Then the sudden smell of burning flesh! 

Here is fruit for the crows to pluck, 

For the rain to gather, for the wind to suck, 

For the sun to rot, for the tree to drop,

 Here is a strange and bitter crop. 

Students compared the two songs and discussed why or why not they preferred a certain song. 

Following this activity, students were broken into groups of three and given a picture.  From this picture students were assigned to create a story which all of them presented to the class at the end.

Homework:

    1.  Write a review of the workshops.  What did you like?  What did you dislike?  What do wish to learn in the future? 

   2. Write in your daily diary.

8th Class; May 25th 2011:

Students were placed in pairs and drew an English card with a question on it.  Each pair was a team.  pairs were given points based on the complexity of their responses to the questions.

After the game, we reviewed the comparative and the superlative forms of the adjectives.

Students played Wordscapes.  Students spoke about each landscape.  Vocabulary: swamp, forrest, coral reef, arctic, desert, beach.

homework:

1.  Write in your daily diary.

9th Class; May 31st, 2011:

We reviewed lesson places.  Showed pictures and had students describe places.

10th Class; June 7th, 2011:

Opened the class reviewing adjectives from the last class.  Upper, lower, dry, drier, wet, wetter, cold, colder, hot, hotter, humid, more humid, rainy, rainier, ocean, maritime, forested, desert, rocky, cloudy, sandy, mountainous, reefs, cliffs, waterfalls, sunny, plains, wildflowers, grass, trees, branch, birds, glacier, snowy.

The students created bubble charts on the board with the word environment.

 Students then came up with ideas about what they would with they would do with the environment to make money.

We listened to Jack Johnson's song "The 3 R's."  students filled out the missing lyrics on a hand out.

Homework:

1.  daily diary

June 15th, 2011: Cancelled

11th Class; June 21st, 2011: Last Class

Students filled out a sheet reviewing the workshop.

last class  :)  see you next semester.

Writing Workshop

Quartas: das 17h as 19h – Wednesdays: 5 pm to 7 pm

Professor Naiana - Office Hours:  By Appointment

Professor Oak Rankin - Office Hours: Thursdays 09:00 - 12:00 By Appointment

                                                             Fridays      17:00 - 19:00 By Appointment
Professor Rejane - Office Hours: By Appointment

April 6, 13, 20, 27

May 4, 11, 18, 25

June 1, 8, 15, 22

Workshop Description: 

The Writing Workshop (WW) focuses on English writing and cognitive skills.  The objective of the WW is to increase students ability in and comfort with writing English while fostering an understanding of American and Brazilian Culture.  The WW will use in class activities requiring student participation.  Many of the lessons will compare and contrast cultures of the U.S.A. and Brazil.

1st Class; April 6th, 2011:

Introduction and Stereotypes

We began the first class with student writing down their likes and dislikes.  Students compared the likes and dislikes to Professor Oak's.   

 Next students wrote on the board their stereotypes of Brazil and the United States.    USA: hardworking, isolated, close-minded, nationalistic, Twin Towers, Statue of Liberty, Hollywood, football, cinema, fast-food, wealth.  Brazil: soccer, friendly people, sandals, beaches, bikinis, Amazon, World Cup, malaria, anacondas, sex tourism, corruption, Carnival, dancing, music, beautiful women.

Homework:

1. Write what you would like to learn from this class and American culture. 

2.  Write a review of the class.  What did you like?  What did you dislike?

3.  Write a daily journal of your activities.

2nd Class; April 13th, 2011:

American and Brazilian Holidays

A presentation of American Holidays

Vocabulary: Fireworks, fishing, skiing, Christmas, Christmas eve, Memorial Day, Martin Luther King Jr., Easter, Columbus Day, Labor Day, Presidents' Day, Fourth of July, Thanksgiving, civil rights, independence, celebrations, parades, vacation, holiday, presents, gifts, giving.  

Homework

1.  Write about your favorite Brazilian holiday.  Describe the customs, activities, foods and celebrations. 

2.  Write 

3rd Class; April 20th, 2011:

Easter Celebrations in the USA and Brazil

We opened our 3rd class by reviewing Who, What, When, Where, Why and How.   Next made a Tick-Tack-Toe board with numbered questions.  Students were divided into two teams. If the students answered a question correctly their team could make an X or O on that square.

Oak presented American Easter to the students.  Students were given worksheets to complete on Easter.  Students compared American Easter to Brazilian Easter.  Vocabulary: Easter, rabbit, bunny, egg, paint, chocolates, jelly-beans, egg hunt.

Easter 'Eggs' were hidden (taped under desks) before class.  Students had their own Easter egg hunt in the class room.  

Homework:

1. Write about Easter

2. Write in your daily diary

  

4th Class; April 27th, 2011:

Family Relations

We opened the class with the tongue-twister Betty Botter: Betty Botter bought a bit of butter for her batter, but the butter was bitter. So Betty bought a bit of butter, better than her bitter butter, and she put it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter to make the bitter butter better.

For a warmup we play "Picture Vocabulary."  Today's lesson focuses on family.  The professor shows slides of family in the United States.  Each slide is shown for one minute.  During that minute, student write down as many words as possible associated with the picture.  Points are given for the most original words written down.  An original word is a word not written down by another student.

The main activity was an explanation of family relations and a description of the family tree.  Students were to write down and describe their own family relations. 

Vocabulary words: father, mother, brother, sister, sibling, son, daughter, child, children, dad, mom, grandma, grandpa, grandparent, grandfather, grandmother, great-grandparent, cousin, aunt, uncle, niece, nephew, husband, wife, partner, brother-in-law, sister-in-law, mother-in-law, father-in-law, in-laws, relatives, stepchild, stepparent, family tree, partner.  

For homework:

1.  Write down and describe your family tree.

2.  Review adjectives in the comparative and superlative forms and use them to describe your family.  (older, oldest, younger, youngest, shorter, shortest, taller, tallest, etc.)

3.  Write in your daily diary.  

5th Class; May 4th, 2011:

Adjectives and Family

We reviewed adjectives. 

 In English, adjectives come before the noun: 

The beautiful car goes to the store.

The adjective (beautiful) comes before the noun (car).   

Adjectives  remain the same regardless of number, they are always singular : 

An short dog played in the park.

Two short dogs played in the park.

Homework:
A. Check your emails.  If you have not received an email from Oak, please send him one.
B. Prepare a 5 minute slide show describing your family. Use as many adjectives as possible.
C. Write in your daily journal.


6th Class; May 11th, 2011:
Adjectives and Family


We opened class playing a game matching adjectives to their opposites.  Cards were face down and students flipped over cards trying to find the opposite card.  Each turn, students flipped over two cards trying to find the opposite adjective.  If the opposite adjective was not found, the cards were returned to their face down position.


Students presented slide shows on their family using adjectives to describe family members.


Homework:
    1. Write a review of the writing workshops.   What did you like?  What did you dislike?  What would you like to change?  What would you like to learn in the future?
   2.  Write in your daily diary.
   3. Write a description of local cities in Tocantins. 

7th Class; May 18th 2011:

Professions and Comparative Adjectives


We commenced class playing hangman with the answer being PROFESSIONS.

Students named professions: lawyer, doctor, teacher, engineer, builder, professor, dentist, laborer, therapist, river guide, event organizer, logger, geologist, musician, astronaut, driver.

The class listened to the song, "Not Just a Pretty Face" by Shania Twain.  The students filled out worksheets on the song identifying professions.  We discussed how the song is an empowering song for women.
 
Students were introduced to the comparative form of adjectives.

Long adjectives and adjectives beginning with 'a'	Comparative form. More adjective
Beautiful	More beautiful
Awkward	More awkward
Intelligent	More intelligent
Afraid	More afraid
Short adjectives	Comparative form adjective + er
Small	Smaller
Rich	Richer
Poor	Poorer
Happy	Happier

examples:

Oak is taller than Rejane.
Students are poorer than lawyers.
Children are more afraid than adults.
Alice is more beautiful than Henry. 

Students filled out worksheets on professions.


Homework:
    1. Write a review of the class.
    2.  Write in your daily diary.

8th Class; May 25th 2011:
Professions and Comparisons.
We opened the class reviewing professions.  Many professions are verbs with the suffix 'er' added.  Teacher, worker, player, researcher, banker, laborer, driver.
Students compared different professions learning how to make comparisons of equality, superiority, and inferiority.  
Statements of equality:   Subject(s) is(are) as adjective as other subject
Oak is as cool as Rejane.
Naiana is as pretty as Ana.
Brazil is as large as the U.S.A.
English is as important as Spanish.


Statements of Superiority:  Subject(s) is(are) more adjective than other subject.  
My life is better than yours
This care is more expensive than the other one.
Those yellow chairs are more comfortable than the green ones. 


Statements of inferiority:  Subject(s) is(are) less adjective than other subject.
Math is less interesting than English.
Today is less stressful than yesterday.
My mother is less sensitive than yours.


Homework:
1. write in your daily journal
2.  Write a poem on professions.


9th Class; June 1st, 2011:
We reviewed the Comparative and the Superlative forms.
Students read aloud poems they wrote on professions.
Students learned adjectives to compare and contrast place.  
Homework:
1. write a postcard from somewhere in the world comparing that place to Araguaína.
2. write in your daily diary.


10th Class; June 8th, 2011:
We reviewed the last class.  
Students read their postcards.
Students were introduced to the regions of the United States.  
We reviewed the superlative and comparative forms of adjectives.

Homework:
1.  Write in your daily journal.  

June 15th, 2011: Cancelled

11th Class; June 17th, 2011:
Review, Test and End of Class.  Have a great semester.

Reading Workshop

Quintas: das 17h as 19h – Thursdays: 5 pm to 7 pm

Professor Valéria Medeiros – Office hours: By Appointment

Professor Oak Rankin - Office hours: Thursday 09:00 – 12:00 by appointment

                                                           Friday 17:00 – 19:00 by appointment

April 7, 14, 21, 28

May 5, 12, 19, 26

June 2, 9, 16, 23

Workshop Description:

The Literature Workshop (LW) focuses on English reading, speaking and cognitive skills. The objective of the LW is to increase students' skill in reading, writing and speaking English while fostering an understanding of American and Brazilian cultures The LW will use in class activities requiring student participation and homework.   

1st Class; April 7th, 2011:

Introductions and Expectations

Professors introduce themselves and asked the students several questions:
What defines a good (effective) reader?

The most common responses were a person who reads many books, and a person with a high vocabulary
What do you wish to gain from the class?

The most common responses were to increase proficiency in English, to get better grades and to 
What types of texts would you like to read? 

The most common responses were fiction, nonfiction, technology and music.

We discussed reading and literature and compared the United States to Brazil.  

Homework:

A: Read "Comparing Brazilian Culture to American Culture." Match the removed section titles to the correct section..

B: Write in your daily journal.

2nd Class; April 15th 2011;

Cultural differences and English reading basics.

We began the class practicing the tongue-twister: "How much wood would a woodchuck chuck if a woodchuck could chuck wood."

The workshop discussed "Comparing Brazilian Culture to American Culture."  Many students found the idea of the American conversational space bubble amusing.

Using the article students reviewed the use and significance of pronouns in the text.

Students divided complex words into radicals, prefixes and suffixes: individualism, orientation, accepted, cultures, uncertainty.

The class discussed the question:
 “How did students prepare before starting to read the text?” 

Many students had not prepared and just began reading.

The class discussed the importance of reading the title and guessing what the article is about. Use prediction before reading, it helps engage a reader with the text and become an active instead of a passive reader.

To be an active reader write and answer questions when reading, take notes, underline, interact with the text.

For homework:

A: Write your daily diary. 

B: Do handouts on prediction of titles, and skimming.

3rd Class; April 29th:

Reading Literature 3

Reviewed tongue-twister from previous class.

Our first activity was reviewing the importance of prediction and active reading with texts.  We checked homework.  Next we read a short text on love and reviewed modifiers.

Homework:

A: Write in your daily diary

B: In the handout: Unidade ii. Answer questions in parts iii through v.
Read the remaining sections in the handout and answer number 1 of each section. 

C: They are to read the title “The Messiness of English,” and write out questions.  Afterward, read the first paragraph of the handout.

4th Class; May 5th 2011: 
 Reading Literature 4

Opened the class talking about May 5th in the United States.  Cinco de Mayo (Spanish) is a day in which Mexican heritage is celebrated in the United States, it is similar to the Irish celebrating St. Patrick's Day and the Chinese celebrating the Chinese New Year.  Cinco de Mayo commemorates a victory of Mexican forces over the French in the Battle of Puebla on May 5th, 1862.  In this battle, the vastly outnumber Mexicans won an unlikely battle.  In the end, the French won the war and occupied Mexico for 3 years.  In the United States, Cinco de Mayo is often celebrated by my friends by drinking Mexican beer and eating Mexican food such as tacos, enchiladas or burritos.    

We reviewed homework from the previous class. 
We continued with the handout working up to page 7.  This included review of Mardacores de Discurso.  Students learned the basics of breaking down the roots of words.  
Here are some websites that will help:
prefix: http://www.englishclub.com/vocabulary/prefixes.htm 
suffix: http://www.michigan-proficiency-exams.com/suffix-list.html 


For Homework:
     1. Study page 3, "Marcadores de Discurso."  Prepare for a test on this in the next class.
     2. Write your daily journal, practice using the "Marcadores de Discurso."
     3. In the Worksheet Complete pages 6, 8, 9, 10.  
   

5th Class; May 12th, 2011:

Reading Literature 5

Began the class with the poem Sympathy by Paul Laurence Dunbar.


Sympathy 

I know what the caged bird feels, alas! 
When the sun is bright on the upland slopes; 
When the wind stirs soft through the springing grass, 
And the river flows like a stream of glass; 
When the first bird sings and the first bud opens, 
And the faint perfume from its chalice steals — 
I know what the caged bird feels! 


I know why the caged bird beats his wing 
Till its blood is red on the cruel bars; 
For he must fly back to his perch and cling 
When he fain would be on the bough a-swing; 
And a pain still throbs in the old, old scars 
And they pulse again with a keener sting — 
I know why he beats his wing! 

I know why the caged bird sings, ah me, 
When his wing is bruised and his bosom sore,— 
When he beats his bars and he would be free; 
It is not a carol of joy or glee, 
But a prayer that he sends from his heart's deep core, 
But a plea, that upward to Heaven he flings — 
I know why the caged bird sings!  

We discussed the poem and the meaning after the first time reading it.  

Next we continued in the handout analyzing prefixes suffixes and roots.  We finished pages 11, 12 and 13 in the handout.  

Homework:

    1.  What information about the poem "Sympathy" would help you analyze this poem?

    2.  Write a half page review of the workshop.

    3.  Read the "Glorious Messiness of English."  Use the skills you have gained in the handout to understand words in the essay.  Read the article and take notes like you would on any classroom text.

    4.  Write in your daily diary.

6th Class; May 19th 2011:

The Glorious Messiness of English

Students reviewed the poem "Sympathy."  We discussed the history of the poem and its author.  The poem was published in 1899 by Paul Laurence Dunbar.  Dunbar was the child of emancipated slaves and born in 1872.  While Dunbar the poem was published after the abolition of slavery there is a deep connection between the injustice that was present when the poem was written and with the times of slavery.  The poem "Sympathy" is popular today and in the education system in the USA.  For more information and poetry by Dunbar please visit here: http://www.poets.org/poet.php/prmPID/302

We reviewed more words with prefixes, roots and suffixes:  subway, submarine, subterranean overachiever, underachiever, underwhelming, overwhelming.

Students went over the text "The Glorious Messiness of English."  

Homework:
     1.  Write a review of the class.  What can we do to make it more applicable to your life?  Write at least one critique of Oak Rankin's teaching?
    2.  Read "Cattle Culture in the Pineywoods" by Erin Keller.
    3. Read "The Origins of the Cowboy Culture" by Thayer Watkins.
    4.  Write in your daily diary.  


7th Class; May 26th, 2011:

Adjectives and Cattle culture.

We began class by reviewing prefixes, roots and suffixes.

Next we reviewed the comparative and superlative forms of adjectives.

We read the articles on Cattle Culture. 

We discussed "What you would wish for, if you had one wish?"

Homework:
1. Write in your daily diary.
2.  Read the Monkey's Paw by W.W. Jacobs

8th Class; June 2nd, 2011:
The Monkey's Paw

Read "The Monkey's Paw" aloud to the class and students took turns reading sections.

Assigned magazines and articles to students.  Each student in the class was given a recent news article on Brazil. 

Homework:
1. Read the article assigned and  be prepared to present on it in the next class.
2. Daily Dairy

9th Class; June 9th, 2011:
Brazil  

Students read articles on events in Brazil from foreign media sources.  Articles included
1.   The Truth About Açai Berries

http://www.foxnews.com/health/2011/06/01/truth-acai-berries/#ixzz1O7HcSPy9
2.  Brazil After a Long Battle, Approves an Amazon Dam 

http://www.nytimes.com/2011/06/02/world/americas/02brazil.html

3.   Murder of an Activist Raises Questions About Justice in the Amazon
http://green.blogs.nytimes.com/2011/05/28/murder-of-amazon-activists-raises-justice-questions/
4.   Brazil sees spread of Amazon 'crack cocaine' oxi
http://www.bbc.co.uk/news/world-latin-america-13593981 
5.  Report:'The Global War on Drugs Has Failed'

http://content.usatoday.com/communities/ondeadline/post/2011/06/un-commission-the-global-war-on-drugs-has-failed/1 

We compared perceptions of Brazil in the media with perceptions of the USA.

We listened to the song "Big Yellow Taxi" by Joni Mitchell. 
http://www.youtube.com/watch?v=OlNZN94_u-s

After this, we moved on to Spoken Word Poetry.  We discussed how the Protest Songs have turned to rap and spoken word poetry of today.

"To All the Boys I've Loved Before"  by Mayda Del Valle http://www.youtube.com/watch?v=Whl7ttqbrKQ

"Common Truths"  by Staceyann Chin  it starts about 15 minutes into this video  http://www.youtube.com/watch?v=bGk3-OJX7KE&feature=related


Homework
1.  Choose a magazine article and be prepared to speak about it for the next class. 
2.  Listen to some spoken word on YouTube.
3.  Write in your daily diary. 

10th Class; June 16th, 2011: 
Last Class
We opened the Class with students taking a test and review the last three months of classes.

We then covered a spoken word poem by Sarah Kay.  "Point B"  You can watch the video on our main page.  http://www.youtube.com/watch?v=0snNB1yS3IE 

last class... have a great break. 

2011 Fall English Workshop

First Class 

1^st class: 1^st 1.5 hours Began with an exam to see the level of English of the students.

As students finished the activity they began making name tags with ten words that describe them. (hobbies, adjectives, dislikes, likes)

While students were finishing their assignments, I went to the board and wrote down American Stereotypes of Brazil. I was clear to differentiate between Brazil and Brasil being common American stereotypes versus my current experience in Brasil.

Students went to the board and wrote down stereotypes of the United States of America

Oak's American stereotypes of BraZil (not Brasil).

BRAZIL: mosquitoes, BRIC, Drugs soccer, favelas, beautiful men, beautiful women, Pele, Samba, CATHOLIC, beaches, poverty indians, cannibals, Rio de Janeiro, String Bikinis, Large Christ Statue, Poverty, Sex tourism, jungle, amazon, CRIME, malaria, snakes, Anacondas, Carnival, Tropical, Illegal Logging, Deforestation, corruption, Diseases, Prostitution, R$$$$$, dancing, Brazilian wax, Dengue, Exotic, flip-flops (sandals), Rain Forest.

Tuesday's class.

USA: Dollar, individualism, fast food, FAT People, Michael Jackson, War, Hoot dog, immigrants, movies, EMMA WATSON, greedy, NASA, BEAUTIFUL WOMEN, Broadway, R&B, TERRORIST,BASKETBALL, Jazz, Scientists, Soul Music,.

Thursdays's Class

USA: Protestants, Eagles, Betty Boop, Wendy's Milk Shake, Selfish people, Bin Laden, Mickey, Statue of Liberty, COLD, Washington, D.C., L.A., bacon and eggs, World Trade Center, Fast Food, McDonalds, New York, Hip Hop, RAP, Blonde hair, fast food.

talked about online resources.

BLOG : etauft.blogspot.com

FACEBOOK

·                     like “ReloBrazil”

·                     like Capes

·                     like Fulbright

·                     add ETA UFT as a friend on Facebook.

Homework:

Note instances of where you are presented with US culture (ie the news, TV shows, magazines, cartoons).

Write down more American stereotypes and share them next class.   

Second Class (2^nd Class)

activity 1: white tape, pen. Labeling exercise. Students labeled items in the class room and their personal belongings. I find students often do not know the names of many items and as a result they struggle with classroom language. The object of this lesson was to improve classroom vocabulary. Words: Pen, notebook, dictionary, bottle, pencil, desk, etc.

Tuesdays Class: We sang Happy Birthday to Raquel Pinto

Happy Birthday to You,

Happy Birthday to You,

Happy Birthday dear Raquel Barros Pinto,

Happy Birthday to Youuuuuuuu!

We reviewed classroom language and etiquette.

How to ask questions:

What?

Where?

When?

Why?

Who?

Which?

How?

How much?

(did not review whose)

Would you ________? Would you speak more slowly?

Could you _________? Could you write that?

May I ____________? May I go to the bathroom?

How do you _______? How do you spell that?

How do you say _______ in English? How do say “quadra” in English?

Demonstrative pronouns in questions.

This (singular near)– That (singular far)

These (plural near)– Those (plural far)

What is this/that? What are these/that?

homework from last class: Stereotypes of Americans and Brazilians (no students did it)

My mother is coming next week. And I want some suggestions for places to take her in Araguaína. Please respond to the followint

The Best Restaurant:

The Best Cheap Restaurant:

The Best Coffee:

The Best Chambari:

The Best Pamonha:

The Best ice cream:

The best Açai:

Other suggestions:

Homework:

Write down questions to ask my mom for next weeks class. Practice using the questions above.

Third Class (3^rd Class)

Class was an open interview with Oak's mother. Questions ranged from “What do you do?” to “What do you think about President George Bush?”

Thursdays group finished early and we reviewed the placement of adjectives and the use of 'A' versus 'An.'

Homework:

5 sentences about your life in Araguaina using adjectives and 'A” and 'an”.   

Fourth Class (4^th class – “Introductions.”)

This class focused on how to make introductions and how to spell.

Names, First, Middle, Last, Surname.

Mr. Ms. Mrs.

The alphabet. We highlighted the letters “A,” “E,” and “I” due to their similarity due to different letters in the Brazilian Alphabet.

Students sang the ABC song

Dictation. We spell out words and the students write them down on a sheet of paper and they then say the word when they are finished.

1.                  English 2 Students 3 study 4 UFT 5 at

make a sentence

6 cattle 7 insects 8 dedication 9 football 10 work

funny joker tells curly quiet.

11.              how old are you?

12.              Where do you live?

13.              Where is Oak from?

14.              What is your favorite food?

15.              How do you like your coffee?

11.              what do you like to do in your free time

12.              What is your favorite color?

13.              If you could have a super power, what would it be?

14.              Where do you study?

15.              What annoys you?

Homework. Choose 2 photos and using vocabulary from this class make a conversation between the characters.

Fifth Class (5^th class – start out with activity)

What is special about October 31^st in the United States?

Halloween vocabulary:

Trick or treat

Jack O'Lantern

candle

candy,

costumes,

scary

Past costumes of Oak on Halloween in chronological order:

Clown

Logger

Zombie

Vampire

Ghost

Britney Spears Boyfriend

Pervert

Halloween – Valeria on origins

How to “trick or treat”

1.                  dress in a costume

2.                  go to a house with decorations.

3.                  Knock on the door.

4.                  When door opens, hold up your bag and say “trick or treat”

5.                  receive candy in bag.

6.                  Leave and repeat steps 2 though 6 at the next house.

0-12 years of age. Trick or treating and getting candy

13-18 playing 'tricks' and throwing eggs or dancing with friends.

19-30 partying/dancing in costumes with friends at bars or in houses.

25-45 taking children trick or treating and/or setting up their house for trick or treaters.

45+ dressing up in costumes and going to friends' houses for parties and decorating their house for trick or treaters.

Oak showed a slide show of recent halloweens in the United States.

Students knock on their desk and say Trick or Treat and receive candy.

We did pages 1 through 8 of the hand out.

Homework:

1.                  Do page 9 – exercise 3 – ABC and D. On Page 10, do exercise 1- AB and C.

2.                  Write about the Brazilian Day of the dead.

Theater Workshop

Sextas: das 14h as 17h – Fridays: 2 pm to 5 pm

Professor Alessandra Mara de Assis – Office hours: By Appointment

Professor Oak Rankin - Office hours: Thursday 09:00 – 12:00 by appointment

                                                         Friday 17:00 – 19:00 by appointment

April 8, 15, 22, 29

May 6, 13, 20, 27

June 3, 10, 17, 24

Workshop Descriptiont:

The Theater Workshop (TW) focuses on English speaking and cognitive skills. The objective of the TW is to increase students comfort with speaking English while fostering an understanding of theater basics. The TW will use in class activities requiring student participation. Students are expected to act, interact with others, and present in the front of the class.   

1st Class; April 8th, 2011:

Introduction.  Expectations and review.  

Pairs of students presented the same dialogue taking place at a party.  However each pair was assigned different identities.  Other students had to try and guess who the pair was.  Pairs included: two former lovers, boss and employee who was 'sick,' two drunk friends, a party crasher and the host, a movie star and a fan.

A: Hi. 
B: Hi. 
A: Are you ok? 
B: Yeah. 
A: I didn’t know you were going to be here. 
B: I didn’t know you would come either. 
A: Coincidence? 
B: Maybe, who knows? 
A: It has been quite a while. 
B: Yeah, long time. 
A: I’ve looked for you. 
B: Yeah, I know. She told me about it. 
A: So? 
B: Well, all the same. 
A: Can we set things up today? 
B: I believe we can. Can we talk later? 
A: Certainly. See you later. 
B: See you. 

Homework:

A. Write in your daily diary.

2nd Class; April 15th, 2011:

Random Object Commercial

We played a game "Ring of Likes." Students make a ring with each student having a place marked. The professor stands in the middle and states, "I like ___ (açai)." Students who like "___(açai)" have to move to a new spot. The professor takes a students spot. The person without a spot is in the center and makes an "I like ___" statement.

For the production, students were divided into two teams: each team was given an object and had to write down as many items as that object could possibly be.  Students designed a commercial based on the new use for the original object provided. 

We talked about blocking, stage presence and basic acting etiquette. 

Homework:

1. write in your daily journal.

3rd Class; April 29th, 2011:

Pictionary and Role Play Games:

Pictionary, students practiced vocabulary. Students wrote down on cards nouns. We placed these into a box. Students and professors divided into 2 teams. A team member blindly picks a card. Participants could talk in English, draw, and or act out the card. Team members attempted to guess the card. Each person had one minute for his/her team to guess as many cards as possible. After the turn it switched to the other team.

Role Play Game (RPG).  

We practiced acting and thinking in character.  In this RPG: Sally is offered a new job. She is 43 attractive, has 3 children and is married. Should she take the job?  Students acted out the following characters opinions: future boss, husband, child, doctor, Sally, your own personal opinion, mother, friend, feminist, client.

Homework:
A. Write in your daily dairy.
B.  Prepare a 1 minute skit from your journal presenting weekly life.
C.  Review adjectives for the next class.

4th Class; May 6th, 2011:
Adjectives

We began the class by playing 'Taboo.'  Teacher versus students or USA versus Brazil.   The professor wrote words on the board and one student with his/her back to the board would have to guess it from the other students descriptions.  Brazil (students) won the game. 
New Vocabulary: Skipping, Tardy, Tardier, Tardiest, Cheater, Cheating, Cheat.


Students presented a skit acting out their daily routines or their weekend activities in English.

We reviewed rules of adjectives. 

  Adjectives

Adjectives (99% of the time) come before the noun and remain the same regardless of number (never add an 's' to an adjective)

For the comparative form we add 'er' to the end of short adjectives.  For the superlative form, we add 'est' to the end of short adjectives.  Long adjectives and adjectives that begin with 'a' cannot have 'er' or 'est' added.  

	Regular
Adjective	Comparative	Superlative
Tall	Taller	Tallest
Beautiful	More beautiful	Most beautiful
Alert	More alert	Most alert
	Irregular
Good	Better	Best
Bad	Worse	Worst
Little	Less	Least
Much	More	Most
Many	More	Most
Far	farther/further	farther/furthest

Students practiced using the comparative and superlative forms with other students.

Homework

      1.  Write in your daily diary 

      2.   Prepare a 1 minute skit on growing up or a scary moment in your life.

      3.  Review the adjectives for the next class.

5th Class; May 13th, 2011: 


Opened the class reviewing adjectives.  Students had to introduce themselves with an adjective beginning with the same letter as their name.  We went around the class introducing ourselves.  For example: "Hello, I am crazy Chad."

Class reviewed stage etiquette, projecting voice and blocking.

Students performed individual skits on the scariest moments of their lives while utilizing these skills.

Homework:
    1.  Write a 1 page review of the first month of class.  Be honest and critical.
    2.  Write in your daily diary.
    3.   Write a one minute skit.  Have the text when you come to the next class.  We do not have class next week (the 20th) due to the Aplitins Seminar. 

6th Class; May 27th, 2011:

Adjectives and professions.

Began the class practicing the 'th' sound and humming 'th.'  Curl your tongue over the front of your upper teeth.  Holding your tongue there, breath out. 

We reviewed the adjectives in the comparative and superlative forms.  please look to a previous lesson, for this explanation.

Played a warm up where students are in a circle.  The teacher says a word.  The student to the right starts taking the last letter of the teacher's word and making the first letter of his word.  Example:  The teacher says "Doctor."  The student could say "Rich."  the next students could say "Horse."

Character.  We discussed how to get into character.  We wrote down adjectives for different characters.   You have to imagine yourself as the character (the angry parent, or the stern doctor) to effectively play that character. 

Students did some enunciation exercises practicing projecting their voices across the class.

Homework:
  1.  Students were assigned a profession.  Students not in class can pick a profession and be prepared to present some lines in the next class.
2.  Students were to do their homework from the last class. A.  Write a review of the class.  B.  Prepare a one minute skit (write it down on a piece of paper).
3. Write in your diary

7th Class; June 3rd:
Review and fundamentals of theater.

Students presented skits.

The one act play Mr. Ache was read by students and acted out in groups of 3 in front of the class.

Homework
1: Select a famous person and prepare a skit on him or her for the next class.
2.  Write in your daily diary.  

8th Class; June 10th: 
We commenced the class reviewing the fundamentals of a character.  How do you know a character's identity. 

Students performed one acts based on a famous character.  Charades. 

Students performed their favorite place in Araguaina.

Students read and prepared to act out the play The English Student.
We reviewed characters and personalities. 

Homework:
1.  practice saying "Teacher, Theater" ten times fast.
2. Prepare a skit
3. write in your daily diary.

9th Class; June 17th

Students read the play "The Postman."  Students prepared skits based on this play for the next class.  Students created alternative endings to the play.  

10th Class; June 24th

12th class June 22nd, 2011:

Students present the play "The Postman."