Questões de Concurso Comentadas para professor - inglês

You turned on the TV looking for a good English show for learning English, and a kid’s cartoon is on. Wait, don’t change the channel! There’s so much you can learn from children’s content.

You can use children’s cartoons for learning English just as well as other shows or movies.

Sometimes they’re even better! We know what you’re thinking… “Aren’t Cartoons Just for Kids?”

“Not at all!” 

Many cartoons are fun for all ages to watch. Not all cartoons are for kids, either—“The Simpsons” and “Family Guy” might be cartoons but they both contain a lot of violence and inappropriate jokes that are definitely not for children. Even some cartoons that are for kids have several layers that can give them a completely different meaning when an adult watches them. For example, just this one short clip from “Adventure Time” has themes of marriage, love, loss and scary stalkers (people who follow you everywhere). A child might find it silly, but an adult may think it’s even disturbing!

So you’ve decided to watch a children’s cartoon to improve your English. That’s a great idea! Here’s why:

1) Voice actors on cartoons enunciate clearly. That means they pronounce their words well so that everyone can understand them.

2) Many children’s cartoons focus on social interactions, so you can hear some real world conversations and phrases.

3) Children’s cartoons use words that are simple enough for low level English learners to understand, but also throw in plenty of challenging new words for more advanced learners.

4) If you’re watching a show for very young children, these shows are often repetitive—they repeat words, phrases and even whole sentence structures.

5) They’re usually short, about 20 minutes long. Sometimes each episode is split into two halves of 10 minutes each.

6) There are cartoons that are made specifically for learning new words and phrases!

7) Cartoons are perfect if you’re looking for a fun way to learn. And speaking of fun…

8) They’re fun to watch!

(Adapted from http://www.fluentu.com/english/ blog/best-cartoons-for-learning-english/)

There are numerous terms to describe the process of learning English. In many English speaking countriesit is often referred to as ‘English as an additional language’ or ‘English language learning’. The distinctive position in these contexts is for learners to acquire English alongside other subjects. This approach has proved very popular in the US, Canada, Australia and the UK, where over 25 years of research has informed a political agenda that promotes inclusion. In other areas, such as the Middle East, the term ‘English as another language’ has been coined to reflect the notion of children from minority ethnic backgrounds, who already have experience of using their own home languages and are learning the official language of the country, as well as learning English. In many other countries around the world, readers are likely to be familiar with the concept of learning ‘English as a foreign language’, where learning of English takes place in a non-English speaking context. In EFL classrooms there is a general aspiration for exposing learners to English as a ‘living language’, providing natural opportunities to practise target language through the use of authentic texts. In this case, the role of technology can provide a significant addition to the other more conventional tools (blackboards, textbooks, cassette players) that are found in classrooms around the world. Technologies like the internet can provide access to large quantities of authentic input material. Teachers and learners are no longer isolated from the target language or culture and can ‘… participate in the socially mediated practices of [the target language] community.’ (Kirsch, 2008: 46). Even if learners do not have direct access to the internet in their classrooms, or at home, teachers often do have and can provide additional resources to supplement the material offered via conventional means.

(Adapted from https://www.teachingenglish.org.uk/sites/teacheng/files/ C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf