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Abstract(s)
Este relatório, desenvolvido no âmbito da Unidade Curricular: Prática de Ensino Supervisionada (PES) do Mestrado do Ensino do Inglês no 1.º Ciclo do Ensino Básico (1.º CEB), tem como objetivo principal teorizar sobre a linha orientadora da PES, a importância do storytelling no desenvolvimento das quatro competências macro linguísticas. Além disso, ao mesmo tempo que se descrevem algumas aulas da PES, refletir-se-á sobre os resultados obtidos em articulação com o enquadramento teórico.
O ensino do Inglês, que se tornou obrigatório no 1.º CEB em Portugal nos últimos dois anos, é tão desafiante e importante como todas as outras disciplinas que as crianças têm de aprender e acompanhar neste ciclo. Dentro do contexto da sala de aula de inglês, o storytelling resultou numa técnica eficaz e útil porque os seus recursos são, de certa forma, intermináveis. As histórias oferecem mundos imaginários, onde as crianças podem entrar e iniciar de uma forma divertida a aprendizagem de uma língua. Simultaneamente esta técnica integra as quatro competências linguísticas, possibilitando aos alunos o desenvolvimento da fluência linguística.
Diferentes técnicas e estratégias foram tidas em conta, focadas não só em questões conceptuais e de linguagem, mas também nos valores sociais, morais e culturais.
This report, developed as part of the course: Supervised Teaching Practice (STP) in the Master of Teaching English in the 1st Cycle of Basic School, has as main goal to theorise, within the guideline of STP, about the importance of storytelling in the development of the four macro skills. While describing a few lessons of STP, we will reflect on the results obtained in articulation with the theoretical framework. Teaching English to children, which has been compulsory for the last two years in Portugal, is as challenging as the other subjects children have to learn and to keep up with at this stage. In this context, storytelling in the English Primary classroom works out as a very effective technique because its resources are somehow endless. Stories offer imaginary worlds, created by language, where children can enter and enjoy learning language in an enjoyable way. Simultaneously this technique integrates all four language macro skills, where the pupils have the possibility to develop their fluency. Thus, stories offer many benefits to the young leaners, including language development. Many different techniques and strategies were taken into account not only the language and conceptual focus but also social, moral and cultural values.
This report, developed as part of the course: Supervised Teaching Practice (STP) in the Master of Teaching English in the 1st Cycle of Basic School, has as main goal to theorise, within the guideline of STP, about the importance of storytelling in the development of the four macro skills. While describing a few lessons of STP, we will reflect on the results obtained in articulation with the theoretical framework. Teaching English to children, which has been compulsory for the last two years in Portugal, is as challenging as the other subjects children have to learn and to keep up with at this stage. In this context, storytelling in the English Primary classroom works out as a very effective technique because its resources are somehow endless. Stories offer imaginary worlds, created by language, where children can enter and enjoy learning language in an enjoyable way. Simultaneously this technique integrates all four language macro skills, where the pupils have the possibility to develop their fluency. Thus, stories offer many benefits to the young leaners, including language development. Many different techniques and strategies were taken into account not only the language and conceptual focus but also social, moral and cultural values.
Description
Keywords
Storytelling Competências linguísticas Aprendizagem do inglês