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Ano: 2024Banca: SELECONOrganização: Prefeitura de Nova Mutum - MTDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
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Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
As vogais podem representar diferentes fonemas na língua inglesa. Dentre as palavras abaixo, todas retiradas do texto, aquela na qual a vogal /i/ tem como representação fonética o símbolo /ai/ é:
Ano: 2019Banca: INAZ do ParáOrganização: Prefeitura de Magalhães Barata - PADisciplina: Língua InglesaTemas: Aspectos Linguísticos | Vocabulário | Fonética
When teaching my daughter how to drive, I told her if she didn't
hit the brake in time she would break the car's side mirror. In
brake and break we can clearly see an example of
Ano: 2025Banca: IF Sul Rio-GrandenseOrganização: IF Sul Rio-GrandenseDisciplina: Língua InglesaTemas: Fonética | Aspectos Linguísticos
Listening skills are acquired abilities that enable a person to listen without great deal of
deliberate effort or conscious planning.
Listening strategies are ways of _________ that are _________ and consciously
_________ to improve _________ and _________ as well as cope with listening
_________.
The words that complete the sentence correctly, from left to right, are
Ano: 2025Banca: Avança SPOrganização: Prefeitura de Caconde - SPDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Which word sounds differently?
Ano: 2023Banca: IF-MTOrganização: IF-MTDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Ensino de Língua Inglesa | Vocabulário | Compreensão de Texto | Fonética
Teachers in the history of language learning and teaching have faced several methods that have been employed
to the course of language teaching and learning, among them, we have faced Communicative Language Teaching
(CLT).
Choose the CORRECT item that points the basic premises of this approach.
Ano: 2022Banca: AMAUCOrganização: Prefeitura de Concórdia - SCDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Mark the alternative that does NOT have
homophone words.
Ano: 2024Banca: Instituto ConsulplanOrganização: SEED-PRDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Phonological awareness can be described as the ability to identify and manipulate the smallest sounds in spoken words. The
skills developed from phonological awareness are important for early reading and writing, and notably involve oral language,
as they engage listening to the spoken word. The following are components of phonological awareness, EXCEPT for:
Ano: 2019Banca: INAZ do ParáOrganização: Prefeitura de Magalhães Barata - PADisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
A minimal pair is a pair of words that have different meanings and
are pronounced the same, except for one sound, for example;
take and tape. This can be studied in:
Ano: 2024Banca: Instituto DarwinOrganização: Prefeitura de Santa Cruz do Capibaribe - PEDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
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ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
Which option correctly identifies the stressed vowel sound in the
word "uncertainty"?
Ano: 2024Banca: FGVOrganização: Prefeitura de São Lourenço da Mata - PEDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética | Vocabulário | Ensino de Língua Inglesa
Leia o texto a seguir.
How do most teachers use micro-dictations?
However ‘small’ they are, micro-dictations have great value! They can help students notice connected speech, which is what usually blocks their understanding in a listening lesson. The teacher reads the sentences or plays the recording. They repeat each sentence a few times. Example: He must have gone out.
Students listen and write what they hear.
The teacher now writes the sentence on the whiteboard and asks students to compare it to theirs.
Finally, the teacher asks: which part was difficult to understand and why?
TSATERI, Rachel. World of better learning. Disponível em: https://www.cambridge.org/elt/blog/2023/06/11/using-micro-dictations-to-helpstudents-notice-connected-speech/. Acesso em: 12 jul. 2024. Adaptado.
O texto acima discorre sobre como os professores podem usar micro-dictations. Qual das estratégias abaixo corresponde a uma técnica de micro-dictation?
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