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Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
According to the text, read the statements and choose the correct alternative.
I. Rafael tries to show them that their everyday lives are not an obstacle.
II. Those children’s parents don’t want them to attend university.
III. Rafael brings classroom topics close to what the children see and live.
IV. Those children may replace their parents in the future as rural workers.
V. The language school reaffirms that country life has nothing to do with other parts of the world.
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
Teaching English in the Brazilian countryside
“In Brazil, countryside youth want to learn about new places, new cultures and people. However, they think their everyday lives are an obstacle to that, because they imagine that country life has nothing to do with other parts of the world”, says Rafael Fonseca. Rafael teaches English in a language school in a cooperative coffee cultivation in Paraguaçu. His learners are the children of rural workers.
Rafael tells us that the objective of the project being developed in the cooperative is to give the young people more opportunities of growth in the countryside, and that includes the ability to communicate with international buyers. “In the future, our project may help overcome the lack of succession in countryside activities because, nowadays, rural workers’ children become lawyers, engineers, teachers, and sometimes even doctors, but those children very rarely want to have a profession related to rural work”, says Rafael.
“That happens”, he adds, “because their parents understand that life in the countryside can be hard work and they do not want to see their children running the same type of life that they have. Their children also believe that life in the country does not allow them to have contact with other parts of the world, meet other people and improve cultural bounds. The program intends to show them that by means of a second language they can travel, communicate with new people and learn about new cultures as a means of promoting and selling what they produce in the country, and that includes receiving visitors in their workplace from abroad.”
Rafael’s strategy is to contextualize the English language and keep learners up-to-date with what happens in the global market. “Integrating relevant topics about countryside living can be transformative in the classroom. The local regional and cultural aspects are a great source of inspiration and learning not only for the young, but for us all.”
Adapted from http://www.cambridge.org/elt/blog/2019/01/21/teaching-english-in-the-brazilian-classroom/
With beeps, buzzes and chimes alerting us to crucial intelligences like the latest software updates we'll regret installing, and our work colleague's groundbreaking new profile picture, our mastery of concentration is slipping away. Focus is becoming a lost art. One study reported that adults between the ages of 18 and 33 interact with their phones an astounding 85 times a day, spending about 5 hours doing so. Interestingly, their usage was largely unconscious. They all thought they spent about half the time. For Larry Rosen, a psychologist at Califórnia State University, smartphones are really influencing our behavior.
Benjamim Storm, a psychologist at the University of Califórnia says: “The scope of the amount of information we have at our fíngertips is beyond anything we've ever experienced. The temptation to become reliant on it seems to be greater”. One of his studies offered strong evidence that the more students were allowed to use the internet to answer questions, the more they were prone to continue to use the internet, even when the questions became easier. “Some people think memory is absolutely declining as a result of us using technology”, he says. “Others disagree”. Based on the current data, though, I don't think we can really make strong conclusions one way or the other”.
(Adapted and abridged from: http://www.cbc.ca)
In the excerpt “[...] the more they were prone to continue to use the internet [...]”, the word in bold means:
Read the text and mark the correct option.
Smartphones are rewiring our brains
With beeps, buzzes and chimes alerting us to crucial intelligences like the latest software updates we'll regret installing, and our work colleague's groundbreaking new profile picture, our mastery of concentration is slipping away. Focus is becoming a lost art. One study reported that adults between the ages of 18 and 33 interact with their phones an astounding 85 times a day, spending about 5 hours doing so. Interestingly, their usage was largely unconscious. They all thought they spent about half the time. For Larry Rosen, a psychologist at Califórnia State University, smartphones are really influencing our behavior.
Benjamim Storm, a psychologist at the University of Califórnia says: “The scope of the amount of information we have at our fíngertips is beyond anything we've ever experienced. The temptation to become reliant on it seems to be greater”. One of his studies offered strong evidence that the more students were allowed to use the internet to answer questions, the more they were prone to continue to use the internet, even when the questions became easier. “Some people think memory is absolutely declining as a result of us using technology”, he says. “Others disagree”. Based on the current data, though, I don't think we can really make strong conclusions one way or the other”.
(Adapted and abridged from: http://www.cbc.ca)
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