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O desenvolvimento da interação oral na aula de inglês do 1º ciclo do ensino básico
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Este relatório descreve as considerações didáticas levadas a cabo numa turma de terceiro ano, no âmbito da Prática de Ensino Supervisionada (PES), desenvolvida no ano letivo de 2017-2018, no Colégio Manuel Bernardes, em Lisboa.
Nesta PES, constituída por onze aulas de 45 minutos cada, foi lecionada a unidade didática “Summer – Let’s have fun” do manual Let’s Rock 3 Inglês 3.º ano (Abreu & Esteves, 2015), através da qual se pretendia desenvolver a interação oral entre alunos. As aulas foram planificadas considerando a problemática de aprendizagem identificada na fase de observação, onde se verificou que as oportunidades de os alunos utilizarem o inglês para comunicar entre si eram escassas e, quando ocorriam, eram pouco desenvolvidas. Deste modo, o objetivo foi ajudá-los a comunicar mais entre si e de forma mais independente. Apesar da componente oral adquirir um papel fundamental na aprendizagem da língua estrangeira, o desenvolvimento desta competência com alunos mais novos é desafiante (Nunan, 2011). Contudo, adaptando as tarefas aos seus interesses, é possível incentivá-los.
De acordo com estas indicações, aplicou-se uma metodologia adequada para o desenvolvimento da interação entre pares, nomeadamente o Método Comunicativo e o Task Based Learning. Adicionalmente, foram realizadas atividades da preferência dos alunos, de modo a aumentar o seu desempenho e motivação. Para promover uma progressão gradual no processo comunicativo do grupo-alvo, distinguiram-se também as tarefas de cariz comunicativo entre tarefas de reprodução oral e tarefas criativas (Nunan, 2011). Nas tarefas de reprodução oral, realizadas em maior proporção, os alunos repetiram canções e pequenos diálogos com a ajuda do professor. Já nas tarefas de cariz criativo, utilizadas no final da PES, foram feitas atividades de improviso e um role play.
Ao analisar os instrumentos de avaliação aplicados (observação direta, role play e teste escrito), verificou-se que a prática de tarefas de cariz comunicativo pode revelar-se num importante veículo no processo de aprendizagem do inglês. Apenas é preciso treinar até que os alunos sejam capazes de utilizar a língua de forma mais criativa e menos dependente do professor, de modo a poderem interagir entre si.
This report describes the didactic issues applied with a third-grade class, within the scope of the Supervised Teaching Practice (STP), which took place at Colégio Manuel Bernardes in Lisbon, in the academic year of 2017-2018. This STP consisted of eleven 45-minute classes where the didactic unit “Summer – Let’s have fun” was taught from the textbook Let’s Rock 3 Inglês 3.º ano (Abreu & Esteves, 2015). The main objective of the STP was to develop oral interaction between peers, because during the observation period, the group revealed to have rare and poorly developed opportunities to communicate with each other. In order to achieve this, lessons were carefully planned to include tasks and activities that would encourage pupils to communicate in a less restricted way. Although oral skills play an important role when learning a foreign language, the development of this competence is especially challenging for young learners (Nunan, 2011). Nevertheless, if tasks are adapted accordingly, it is possible to encourage interaction with peers. According to these principles, the methodology chosen for the STP was Communicative Language Teaching and Task Based Learning. The activities carried out also contemplated the pupils’ learning preferences, so to increase their motivation. In order to promote a gradual progression, the communicative tasks applied were reproductive tasks and creative tasks (Nunan, 2011). For the former, learners sang songs and reproduced lexical chunks in English with the teacher’s help, so to prepare them for more creative interactions. As for the latter, introduced towards the end of the STP, learners interacted with each other in improvisations and a role play. Finally, several evaluation methods were applied, such as direct (informal) observation, a role play and a written test, so to assess the pupils’ progress. By analysing the results, it is possible to conclude that a lot of practice with communicative tasks is needed to achieve a more creative and independent use of the language, because these tasks can work as a facilitator in second language acquisition.
This report describes the didactic issues applied with a third-grade class, within the scope of the Supervised Teaching Practice (STP), which took place at Colégio Manuel Bernardes in Lisbon, in the academic year of 2017-2018. This STP consisted of eleven 45-minute classes where the didactic unit “Summer – Let’s have fun” was taught from the textbook Let’s Rock 3 Inglês 3.º ano (Abreu & Esteves, 2015). The main objective of the STP was to develop oral interaction between peers, because during the observation period, the group revealed to have rare and poorly developed opportunities to communicate with each other. In order to achieve this, lessons were carefully planned to include tasks and activities that would encourage pupils to communicate in a less restricted way. Although oral skills play an important role when learning a foreign language, the development of this competence is especially challenging for young learners (Nunan, 2011). Nevertheless, if tasks are adapted accordingly, it is possible to encourage interaction with peers. According to these principles, the methodology chosen for the STP was Communicative Language Teaching and Task Based Learning. The activities carried out also contemplated the pupils’ learning preferences, so to increase their motivation. In order to promote a gradual progression, the communicative tasks applied were reproductive tasks and creative tasks (Nunan, 2011). For the former, learners sang songs and reproduced lexical chunks in English with the teacher’s help, so to prepare them for more creative interactions. As for the latter, introduced towards the end of the STP, learners interacted with each other in improvisations and a role play. Finally, several evaluation methods were applied, such as direct (informal) observation, a role play and a written test, so to assess the pupils’ progress. By analysing the results, it is possible to conclude that a lot of practice with communicative tasks is needed to achieve a more creative and independent use of the language, because these tasks can work as a facilitator in second language acquisition.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico, Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Interacção entre pares Tarefas Relatórios da prática de ensino supervisionada - 2019