Publicação
Creating bridges of knowledge in the english classroom
| Resumo: | This report describes the Supervised Teaching Practice (STP) related to the Master’s in Teaching English in the 1st Cycle of Education (2019-2021) at the University of Lisbon. The STP took place in the academic year 2020-2021, more specifically between 15 October and 19 November 2020. The STP was conducted at Escola Básica S. João de Brito, part of the Agrupamento de Escolas de Alvalade, with a fourth-grade class and it comprised eleven one-hour lessons. In these lessons the themes “Outer Space” and “Portugal in Europe and in the World” were explored and adapted from the Estudo do Meio curriculum. The lessons focused on the vocabulary of each of the themes combined along with other aspects of the English curriculum, such as ordinal numbers, use of adjectives and lexical chunks. The aforementioned themes were adopted so to analyse if a cross-curricular approach to English teaching in primary school would be beneficial for students’ knowledge and use of the language. In light of this, different cross-curricular methodologies and techniques were adopted to encourage the students’ interest in the English language as well as in the thematic content. For that, different activities based on the principles of CLIL were created. For further development, Task-based learning techniques were also used. Furthermore, different techniques were used to analyse the students’ progress, like direct observation, homework assignments, and initial and final quizzes at the beginning and end of each topic. The results obtained in this analysis revealed that students’ interests and motivation played an important role in the development of these themes and that the majority of the students acquired the new vocabulary as well as the new structures. Furthermore, the level of English use in the classroom increased significantly, which is a very positive sign that students became more proficient in the language. |
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| Autores principais: | Almeida, Jacinta dos Santos |
| Assunto: | Crianças - Aprendizagem Interdisciplinaridade Língua inglesa - Estudo e ensino Ensino básico (1º ciclo) Relatórios da prática de ensino supervisionada - 2021 |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This report describes the Supervised Teaching Practice (STP) related to the Master’s in Teaching English in the 1st Cycle of Education (2019-2021) at the University of Lisbon. The STP took place in the academic year 2020-2021, more specifically between 15 October and 19 November 2020. The STP was conducted at Escola Básica S. João de Brito, part of the Agrupamento de Escolas de Alvalade, with a fourth-grade class and it comprised eleven one-hour lessons. In these lessons the themes “Outer Space” and “Portugal in Europe and in the World” were explored and adapted from the Estudo do Meio curriculum. The lessons focused on the vocabulary of each of the themes combined along with other aspects of the English curriculum, such as ordinal numbers, use of adjectives and lexical chunks. The aforementioned themes were adopted so to analyse if a cross-curricular approach to English teaching in primary school would be beneficial for students’ knowledge and use of the language. In light of this, different cross-curricular methodologies and techniques were adopted to encourage the students’ interest in the English language as well as in the thematic content. For that, different activities based on the principles of CLIL were created. For further development, Task-based learning techniques were also used. Furthermore, different techniques were used to analyse the students’ progress, like direct observation, homework assignments, and initial and final quizzes at the beginning and end of each topic. The results obtained in this analysis revealed that students’ interests and motivation played an important role in the development of these themes and that the majority of the students acquired the new vocabulary as well as the new structures. Furthermore, the level of English use in the classroom increased significantly, which is a very positive sign that students became more proficient in the language. |
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