Candidate: Gleimara Regina Ferreira Zúniga

Level: 4th year Letras Inglês (Students are expected to have an

intermediate to upper intermediate level)
Skill: Developing Reading Skills
N. students: 20-30
Age: over 18 years-old

Curitiba, 06/06/2014

THE IMPORTANCE OF LEARNING ENGLISH

K W L Approach
a) What do you Know about English Language;
b) What do you Want to know about English Language;
c) What have you Learned about English Language (after reading).

Predicting

A) Fill in the table below by brainstorming the title.

Know Want to know Learned

B) Finish the sentences then compare yours with the ones in the text below.

1) English is one of the world’s most …

2) Those who like to travel …
3) The ability to read and understand English …
4) A mastery of the language provides …

Reading Part I: Why learn English

Reading for a purpose.

A) Read the text below and:

 find 5 new words to look them up in the dictionary.

 Put the headings in the correct paragraph.
COMMUNICATION – MUSIC – TRAVEL – EMPLOYMENT –
READING
 Find the nouns in the text for the following verbs:
MASTER - COMMUNICATE – INTERACT – TRAVEL – ACHIEVE –
EMPLOY

5 REASONS WHY LEARNING ENGLISH IS IMPORTANT,

WHATEVER YOUR AGE
http://www.uncommonchildhood.com/5-reasons-why-learning-english-is-important-whatever-
your-age/ - (EXCERPT)

As the language of everything from Shakespeare to international business,

English is one of the world’s most important methods of communication
As can be seen below, the benefits far outweigh any effort required to learn
it.
(____________________)
Those who like to travel will find that the ability to speak English makes
the experience far more rewarding. Not just in terms of being able to speak
to locals, but for interactions with other travelers too.
According to the British Council, English has special or official status in
more than 75 countries.
(____________________)
English is the primary language of books and newspapers around the
world. The ability to read and understand English also opens up the
possibility of enjoying the historical achievements of English literature.
(_______________________)
Approximately 75% of the world’s mail is written in English. Estimates
suggest that 36% of the internet’s 200 million users communicate in
English.
(_____________________)
In the West, English continues to be the favoured language for popular
music. Young people tend to use the lyrics of songs to help them learn the
language.

(___________________________)
The ability to speak English increases an individual’s employability –
which is a big plus in these economically gloomy times. The language is
vital in a range of professions, for example, more than two-thirds of the
world’s scientists read in English.
A mastery of the language provides job opportunities outside of English-
speaking countries, as well as in them. Multinational corporations employ
English-speakers in offices around the world. English is also the first
 language of organisations such as the European Union, the United Nations,
the Commonwealth of Nations, and NATO.

B) In which of these 5 situations do you use or need the English Language the
most?

C) List 5 countries in which English is the official language.

D) Respond to some of the statements presented in the text.

Reading Part II: The Scenario in Brazil

Pre-reading activity (Introducing the topic)

A) Agree (A), Disagree (D) – (Contextualizing)

( ) Brazilians speak good Portuguese.

( ) English subject should be banished from Basic Education to favor
other subjects.
( ) Good teachers of English are usually native speakers.
( ) Brazil does not have qualified English teachers in public education.

B) Look at the signs for the World Cup 2014. What is the problem with them?
Why do these things happen in Brazil?
C) Choose two of the headings below and write a sentence about them

1) The importance of learning English in Brazil.

2) Brazil´s interest in global issues.
3) The springing of private English schools in São Paulo.
4) Private lessons cost.

D) Read the text below and put the headings 1-6 in the correct bracket.

Brazil learns to speak English

Along with the World Cup and the Olympics, English is coming to the Portuguese nation.
Jill LangloisOctober 5, 2011 06:13
http://www.globalpost.com/dispatch/news/regions/americas/brazil/111004/brazil-english-
language (excerpts)

( _____________________________________ )
Until recently, Brazilians didn’t need to use English at all. But now that
Brazil has landed two major games — the World Cup in 2014 and the
Olympics in 2016 — that has started to change. After the government won
the bids, it began to require public schools in Rio de Janeiro to
teach English to all children between the ages of 6 and 8, with plans to
expand the program to Sao Paulo next year.

( _____________________________________________ )
Called Criança Global — Global Child, in English — the government
program has been put in place in order to “prepare these children so that
they can actively participate in the opportunities that will open up because
of the Olympics,” according to a statement from Claudia Costin, Secretary
of Education.

( ______________________________________________)
And as the country takes a bigger role on the world stage,
Brazilians’ interest in the global society has begun to shape national
culture. Businessmen and women want to work for big, international
companies. Young people want to study abroad in the United States, the
United Kingdom and Canada.

( ___________________________________)
In Sao Paulo, the largest city in South America with over 11
million people, private English-language schools have sprung up on nearly
every block. If students are lucky, they get a native-speaking teacher. If
not, they get a Brazilian who has already been out of the country and gets
almost all of the grammar right.
 ( ___________________________________)
It doesn't come cheap. Private lessons tend to run from 50-100 reals ($26-
$53) per hour. And with such little time before people from all over the
world jet into Brazil, it’s not clear whether the country will be as fluent
in English as the government might like.

( ____________________________)
Some Brazilians have opposed the government push.
“Brazil should worry about the quality of the Brazilian curriculum subjects
before even thinking about teaching another language at school,” said
Marisa Mayumi Oliveira, a communications specialist in Sao Paulo who
speaks fluent English.
“Most Brazilians barely speak Portuguese correctly. Besides, do we have
enough qualified English teachers to teach proper English at these public
schools? I really doubt it. We don’t have enough teachers with good
qualifications in basic subjects.”
Said Oliveira: “I think the Brazilian government is just trying to add some
makeup to the surface without treating the real problem, just so they can
promote our country as an international nation for the World Cup and
Olympics,” she said. “After that, the government will hand out a very
Brazilian solution: they will forget the subject forever.”

E) Underline the statements with which you disagree and respond to them.
(oral)

Follow up (homework)

F) Using the same headings (1-6) summarise each paragraph.

e.g.
* Reducing technique (cut off the unnecessary words)

Until recently, Brazilians didn’t need to use English at all. But now that
Brazil has landed two major games — the World Cup in 2014 and the
Olympics in 2016 — that has started to change. After the government won
the bids, it began to require public schools in Rio de Janeiro to
teach English to all children between the ages of 6 and 8, with plans to
expand the program to Sao Paulo next year.

 After reducing, make the necessary arrangements.

Until recently, Brazilians didn´t need to use English. But now, with the
World Cup in 2014 and the Olympics in 2016, this scenario has started to
 change. The government required public schools in Rio de Janeiro to teach
the language to 6 and 8 year-olds and plans to expand the program to São
Paulo next year.

G) Using your summary, retell the text and present it orally as if in a news
program on TV. (in pairs)

RAISING TEACHING AWARENESS. (quick review of what was done)

Ask Students to think about the following:

 Why teach Reading?

 What type of text was used? What type of text can be used?
 Reading to Learn or Learning to Read?
 Identify what was done in each stage of the lesson and with what
purpose.
 What other approaches could have been used? What about the
order?
 What would you like to add or remove?