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A aquisição de vocabulário através de histórias na aula de inglês do 1.º ciclo do ensino básico
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Orientador(es)
Resumo(s)
Com este relatório pretende-se descrever e analisar a Prática de Ensino
Supervisionada realizada no Colégio Manuel Bernardes durante o ano letivo de
2016/2017, mais precisamente numa turma de terceiro ano. Apesar de as histórias
terem sido a metodologia de eleição para as dez aulas planificadas, também outras
abordagens foram utilizadas estando elas em conformidade com os documentos
orientadores, assim como com o plano anual escolar.
Considera-se que recorrer a histórias, com imagens e texto, é uma
metodologia extremamente motivadora e poderá certamente ser uma abordagem
diferente no ensino de um tópico nas aulas de inglês no 1.º ciclo do ensino básico.
Para além disso, e tendo em conta os alunos desta faixa etária, os materiais e as
atividades selecionadas foram também meticulosamente escolhidas.
A unidade didática em questão teve por base a temática “Weather and
Nature”, tentando-se diversificar o mais possível as tarefas atendendo ao público
alvo em questão. O trabalhado realizado focou-se na aquisição de vocabulário
através das histórias, tendo-se o cuidado de trabalhar a compreensão e a produção
oral, a leitura e a escrita, utilizando atividades tais como jogos, uma canção,
movimento, rimas, a representação, o trabalho de pares, o trabalho de projeto e a
articulação com outra área curricular, apoiados em suportes visuais, auditivos e
gestuais.
Deve-se também referir que foram utilizados alguns elementos de avaliação
como a observação, fichas de trabalho, um inquérito e um teste escrito, de modo a
perceber como as competências linguísticas foram adquiridas perante os objetivos
propostos.
Em suma, pode-se afirmar que durante a PES a abordagem através das
histórias revelou-se bastante positiva, tendo os alunos feito aquisições de vocabulário
e de estruturas através das mesmas e participado entusiasticamente neste tipo de
abordagem.
This report describes and analyzes the teaching practice held at Colégio Manuel Bernardes during the 2016/2017 school year, more precisely with a third grade class. Although a Story-based approach was the methodology of choice for the ten lessons planned, other approaches were also applied in accordance with the official documents and the annual school plan. Using stories with pictures and text is extremely motivating for students, as it is a different approach to teach topics in English classes in the first cycle of basic education. Considering the students of this age group, the materials and activities applied also had to be meticulously chosen. The didactic unit in question was based on the theme Weather and Nature, and the aim was to diversify as much as possible the tasks for the target audience. The lessons focused on acquiring vocabulary through the stories, while simultaneously working on learners’ oral comprehension and production, reading and writing. This was carried out by a variety of visual, auditory and/or gestural activities such as games, a song, movement, rhymes, representation, peer work, project work and the articulation with another curricular area. It should also be noted that some assessment elements such as observation, worksheets, a questionnaire and a written test were applied to understand to what extent the language skills were acquired considering the proposed objectives. In short, it can be said that during the teaching practice, the Story-based approach proved to be very positive, with the students having aquired not only vocabulary and structures, but they also participated enthusiastically with this type of approach.
This report describes and analyzes the teaching practice held at Colégio Manuel Bernardes during the 2016/2017 school year, more precisely with a third grade class. Although a Story-based approach was the methodology of choice for the ten lessons planned, other approaches were also applied in accordance with the official documents and the annual school plan. Using stories with pictures and text is extremely motivating for students, as it is a different approach to teach topics in English classes in the first cycle of basic education. Considering the students of this age group, the materials and activities applied also had to be meticulously chosen. The didactic unit in question was based on the theme Weather and Nature, and the aim was to diversify as much as possible the tasks for the target audience. The lessons focused on acquiring vocabulary through the stories, while simultaneously working on learners’ oral comprehension and production, reading and writing. This was carried out by a variety of visual, auditory and/or gestural activities such as games, a song, movement, rhymes, representation, peer work, project work and the articulation with another curricular area. It should also be noted that some assessment elements such as observation, worksheets, a questionnaire and a written test were applied to understand to what extent the language skills were acquired considering the proposed objectives. In short, it can be said that during the teaching practice, the Story-based approach proved to be very positive, with the students having aquired not only vocabulary and structures, but they also participated enthusiastically with this type of approach.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico, Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Crianças Ingês Histórias Vocabulário Relatórios da prática de ensino supervisionada - 2018