Look forward : redesigning the Teaching-Learning Experience
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Universidade Federal de Minas Gerais
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Monografia de especialização
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Membros da banca
Climene Fernandes Brito Arruda
Luciana de Oliveira Silva
Luciana de Oliveira Silva
Resumo
Look Forward is a teaching material designed for teenage learners at the pre-intermediate level of English (level A2 according to the Common European Framework of Reference for Languages – CEFR), who study English at a language school. It aims at teaching English in a globalized and technological world where students are invited to use their own devices in favor of learning, develop their autonomy and critical thinking, do meaningful personalized real-life tasks, and explore current issues. It was designed under the light of Communicative Language Teaching (CLT), which is an approach to language education that emphasizes communication as both the means and the ultimate goal of learning a language. It also uses a student-centered approach where teachers play the role of facilitators, and grammar is taught inductively by using Meaning, Use and Form (MUF) concept questions (CCQs). It covers relevant topics such as prejudice, racism and planning the future, while students are invited to constantly interact with each other in varied patterns. It encourages written and oral genre exploitation, the use of students’ own device for learning, and self-assessment moments. It also provides real-life applications whereas students develop the four skills: listening, reading, speaking and writing. It is divided into Student Book and Teacher’s Guide (TG); the Student Book is composed of two units that are split into sections: Warm up, Listening, Reading, Grammar, Pronunciation, Practice, Speaking, Writing, Now I can… and My performance. The Teacher’s Guide provides
teachers with the answer keys, step by step instructions, tips regarding time and class management in the section Note to Teachers and the key information teachers should know about the unit in the section Before Planning. Look Forward stands as a transformative resource that redesigns the teaching-learning experience by its unique features such as making students feel pleasure for their English classes and raising awareness of the necessary changes to fit the students’ needs in the current educational scenario of Brazilian schools.
Abstract
Assunto
Língua inglesa – Estudo e ensino
Palavras-chave
Teaching material, Teenage learners, Pre-intermidiate level, Autonomy, Critical thinking, Personalized tasks, Real-life tasks, Communicative Language Teaching, Student-centered approach, Inductive grammar, Current issues, Interaction, Genre exploitation, Use of technology, Self-assessment, Four skills
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