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A oralidade na aula de inglês do 1º ciclo do ensino básico
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Este relatório contém uma descrição e análise crítica da Prática de Ensino
Supervisionada (PES) realizada no âmbito do Mestrado em Ensino de Inglês no 1º
Ciclo do Ensino Básico (CEB), da Universidade de Lisboa, no ano letivo 2018/2019.
A PES teve lugar no Centro de Educação e Desenvolvimento Nossa Senhora
da Conceição da Casa Pia de Lisboa, com uma turma do 3º ano, entre 7 de março e 5
de abril de 2019, e consistiu em dez aulas de sessenta minutos.
No decurso da PES, uma unidade didática sobre o “Tempo atmosférico”,
“Roupas e acessórios” e o “Verão” foi desenvolvida, e procurou-se abranger os
conteúdos da Unidade 5 do manual Smiles (Dooley & Evans, 2017).
O objetivo principal era desenvolver as competências orais dos alunos. Embora
estes estudem Inglês durante vários anos, a maioria parece pouco preparada para
comunicar em situações reais. Por outro lado, apesar de os documentos reguladores do
ensino do Inglês do 1º CEB e a literatura enfatizarem a necessidade de atribuir mais
peso às competências orais, os alunos continuam a usar a língua ineficazmente.
Com o intuito de desenvolver a competência comunicativa dos alunos, diversas
metodologias foram combinadas, nomeadamente o Communicative Language
Teaching, Task-based Learning, Total Physical Response e Audiolingual Method. O
objetivo era verificar se, proporcionando aos alunos oportunidades para praticar as
suas competências orais, ensaiando situações comunicativas reais, a sua competência
comunicativa melhoraria.
Alguns instrumentos de avaliação como a observação direta, um teste de
autoavaliação e um teste de avaliação de competências orais foram utilizados para
determinar a influência das metodologias, estratégias e matérias aplicados na
proficiência linguística dos alunos. A partir da análise dos dados obtidos, é possível
concluir que os resultados foram positivos, e que maximizar as oportunidades para os
alunos falarem nas aulas de Inglês no 1º CEB é um princípio com valor.
This report contains a description and critical analysis of the Student Teaching Practice (STP) within the scope of the Master’s in Teaching English in the 1st Cycle of Basic Education, at the University of Lisbon, during the 2018/2019 school year. The STP took place at Centro de Educação e Desenvolvimento Nossa Senhora de Conceição of Casa Pia de Lisboa with a third-grade class, between March 7 and April 5, 2019, and it consisted of ten sixty-minute lessons. Throughout the course of the STP, a didactic unit was developed on “The Weather”, “Clothes and Acessories” and “Summer”. It sought to cover all the content in Unit 5 of the pupils’ course book Smiles (Dooley & Evans, 2017). The main aim of the experience was to build up students’ oral competences. Although students study English for several years, most seem unable to communicate in real-life situations. Additionally, even though official documentation regulating the teaching of English in the 1st Cycle and specialized literature emphasize the need to give more weight to oral skills, students continue to use the language ineffectively. In an attempt to develop students’ communicative competence, several methodologies were combined, namely Communicative Language Teaching, Taskbased Learning, Total Physical Response and the Audiolingual Method. The aim was to verify if providing students with opportunities to practice their speaking skills, by rehearsing real-life communicative situations, their communicative competence would improve. Some assessment tools, such as direct observation, a self-assessment test and an oral skills’ test were used to determine the influence of the applied methodologies, strategies and materials on students’ linguistic proficiency. From the analysis of the data obtained, it can be concluded that the results were positive and maximizing opportunities for students to speak is a valuable principle in the teaching of English in the 1st Cycle.
This report contains a description and critical analysis of the Student Teaching Practice (STP) within the scope of the Master’s in Teaching English in the 1st Cycle of Basic Education, at the University of Lisbon, during the 2018/2019 school year. The STP took place at Centro de Educação e Desenvolvimento Nossa Senhora de Conceição of Casa Pia de Lisboa with a third-grade class, between March 7 and April 5, 2019, and it consisted of ten sixty-minute lessons. Throughout the course of the STP, a didactic unit was developed on “The Weather”, “Clothes and Acessories” and “Summer”. It sought to cover all the content in Unit 5 of the pupils’ course book Smiles (Dooley & Evans, 2017). The main aim of the experience was to build up students’ oral competences. Although students study English for several years, most seem unable to communicate in real-life situations. Additionally, even though official documentation regulating the teaching of English in the 1st Cycle and specialized literature emphasize the need to give more weight to oral skills, students continue to use the language ineffectively. In an attempt to develop students’ communicative competence, several methodologies were combined, namely Communicative Language Teaching, Taskbased Learning, Total Physical Response and the Audiolingual Method. The aim was to verify if providing students with opportunities to practice their speaking skills, by rehearsing real-life communicative situations, their communicative competence would improve. Some assessment tools, such as direct observation, a self-assessment test and an oral skills’ test were used to determine the influence of the applied methodologies, strategies and materials on students’ linguistic proficiency. From the analysis of the data obtained, it can be concluded that the results were positive and maximizing opportunities for students to speak is a valuable principle in the teaching of English in the 1st Cycle.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Inglês no 1º Ciclo do Ensino Básico, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Ensino básico (1º ciclo) Aprendizagem Competência comunicativa (Linguística) Relatórios da prática de ensino supervisionada - 2020