Metodologia do Ensino da Língua Inglesa

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EAD - NÚCLEO COMUM
METODOLOGIA DO ENSINO 
DA LÍNGUA INGLESA
Neried Bedoya Castanõ
Silvana Avesani Cavotto Furlan
 
 
 
 
 
 
METODOLOGIA DO ENSINO DA 
LÍNGUA INGLESA 
 
 
 
 
 
 
 
 
 
 
 Autor Prof. Neried Bedoya Castanõ 
Reformulação Profª Silvana Avesani Cavotto Furlan 
 
2 
 
SUMÁRIO 
 
APRESENTAÇÃO DA DISCIPLINA .............................................................................................. 3 
PROGRAMA DA DISCIPLINA ..................................................................................................... 5 
UNIDADE 1. HISTORICAL PERSPECTIVE OF TEACHING ENGLISH STUDIES – PARTE I ....... 7 
UNIDADE 2. HISTORICAL PERSPECTIVE OF TEACHING ENGLISH STUDIES – PARTE II .... 11 
UNIDADE 3. STEPHEN KRASHEN’S THEORY OF SECOND LANGUAGE ACQUISITION – 
PARTE I ....................................................................................................................................... 15 
UNIDADE 4. STEPHEN KRASHEN’S THEORY OF SECOND LANGUAGE ACQUISITION – 
PARTE II ...................................................................................................................................... 18 
UNIDADE 5. NATIONAL CURRICULAR PARAMETERS IN A FOREIGN LANGUAGE 
TEACHING .................................................................................................................................. 22 
UNIDADE 6. APPROACHES AND METHODS ......................................................................... 27 
UNIDADE 7. GRAMMAR TRANSLATION – PARTE I .............................................................. 31 
UNIDADE 8. GRAMMAR TRANSLATION – PARTE II ............................................................. 35 
UNIDADE 9. DIRECT METHOD – PARTE I ........................................................................ 38 
UNIDADE 10. DIRECT METHOD – PARTE II............................................................................ 42 
UNIDADE 11. AUDIO – LINGUAL METHOD ........................................................................... 46 
UNIDADE 12. COGNITIVE APPROACH ................................................................................... 51 
UNIDADE 13. HUMANISTIC APPROACH................................................................................ 55 
UNIDADE 14. NATURAL APPROACH ...................................................................................... 59 
UNIDADE 15. COMMUNICATE APPROACH .......................................................................... 63 
UNIDADE 16. DISCUSSION OF CASES.................................................................................... 67 
UNIDADE 17. BEOWULF –OLD ENGLISH .............................................................................. 71 
UNIDADE 18. GEOFFREY CHAUCER – MIDDLE ENGLISH ..................................................... 76 
UNIDADE 19. MODERN ENGLISH ........................................................................................... 80 
UNIDADE 20. WILLIAM SHAKESPEARE .................................................................................. 84 
 
 
 
3 
 
APRESENTAÇÃO DA DISCIPLINA 
Tell me, 
I forget. 
Show me, 
I remember. 
Involve me, 
I understand. 
 Ancient Chinese 
Proverb 
 
The ever-growing need for good communication skills in English has 
created a huge demand for English teaching around the world. The world- wide 
demand for English has created an enormous demand for quality language 
teaching and language teaching materials and resources. Learners set 
themselves demanding goals. Fluency in English is a pre-requisite for success 
and advancement in many fields of employment in today’s word. The demand 
for an appropriate teaching methodology is there for as strong as ever. 
In this “apostila” we will examine different methodologies and 
approaches and explore the assumptions they were based on, their origins and 
evolution. We need a historical panorama to judge innovations effectively. 
Foreign language teaching experienced many changes in the 20th century and 
since the turn of the millennium it has found itself involve in the complex 
technological and cultural developments brought about by globalization. 
Perhaps, more than ever, it is important to have a clear point of view on the 
development and interrelationship of the different language teaching 
approaches. Such a perspective is greatly needed for evaluating the many so-
called innovations and new methods being described in journals, lectures and 
workshops. 
The aim of this subject is to familiarize you with the whole scenery which 
has determined many of the features of the major teaching methods. The 
information contained in the different units will allow you to re-examine the 
 
4 
 
appropriateness of certain techniques in their own context and to consider the 
different ideas advocated in educational philosophy and pedagogical theory: 
these were developed in order to satisfy both the specific demands or 
requirements of the period in which they prospered, and the specific 
surrounding of the people who adopted them. 
A useful introductory image to offer is that of teaching as a football 
game. If each of the many features of teaching is represented by a player, there 
will be many players on the field, but they may be given positions, not all will 
have the same roll, and some may not play at all because they are reserve. 
Different coaches would write different play strategies with the same player. The 
same might be said of English language teaching. There may be common 
characteristics of teaching at all times in history, but each period decides on 
different important parts, and different names for characters. Characters talk in 
different ways at different times, though they may all be talking about (in our 
case) teaching. 
In this subject we shall be exploring a number of approaches or styles of 
teaching, not seeking to be definitive, or to declare that we know the 'best' ways 
of teaching English. 
 
 
 
5 
 
PROGRAMA DA DISCIPLINA 
 
Ementa 
The genesis and evolution of English study. Stephen Krashen’s Theory of 
Foreign Language Acquisition. Teaching a foreign language at an elementary 
and a high school in Brazil. Methodologies and approaches to teach a foreign or 
a second language. Theory presuppositions, procedures, and techniques to 
teach and to evaluate. Organization and Systematization of Teaching English as 
a Foreign Language. 
 
Objectives 
To develop awareness of the fact that our discourses about teaching 
English are different from the things that we actually do in the classroom, and 
that this gap between talking about and doing can be problematic in our work, 
and could benefit from being narrowed. To be familiar with the methodologies 
and approaches those have been used for a long time, in order to give the 
students helpful tools to use in a class. To know how the teaching a foreign 
language has been held in Brazil educational system. To be conscious of 
teaching English as a foreign language history to have a better view of the 
different aspects that should be considers when we are teaching. 
 
CONTEÚDO 
BIBLIOGRAFIA BÁSICA 
ALMEIDA FILHO, J. C. P. A. (Org.) O professor de língua estrangeira em 
formação. Campinas: Pontes, 2009. 
PAIVA, V. L M. de O. Práticas de ensino e aprendizagem de Inglês com foco na 
autonomia. SP: Pontes, 2010. 
_____. (Org.) Ensino de língua inglesa. Campinas: Pontes, 2005. 
 
6 
 
BIBLIOGRAFIA COMPLEMENTAR 
BRASIL. Ministério da Educação. Parâmetros curriculares nacionais: terceiro e 
quarto ciclos do ensino fundamental: língua estrangeira. Brasília: MEC/SEF, 1998. 
BRASIL. Ministério da Educação. Secretaria de Educação Básica. Orientações 
Curriculares para o Ensino Médio – Brasília,2006.Volumes 1. 
CORACINI, M. J. Jogo discursivo na aula de leitura- língua materna e língua 
estrangeira. SP: Pontes. 
COSTA, D. N. M. Por que ensinar língua estrangeira na escola de 1. Grau. SP: 
EPU, 2003. 
PRIST, L. Os 7 trunfos para falar inglês. SP: D.P.L., 1999. 
 
 
 
7 
 
UNIDADE 1. HISTORICAL PERSPECTIVE OF TEACHING 
ENGLISH STUDIES – PARTE I 
 
MEETING THE PROPOSED UNIT 
Objective 
To be aware of the whole panorama in teaching a foreign language. 
In this unit we will be focus on how and when the teaching English as a 
second language started, what and who were involved during this process. It is a 
Knowledge that any teacher should have to carry out effectively the educational 
task. 
 
STUDY AND REFLECTION 
The English language teaching tradition has had a tremendous change, 
especially throughout the twentieth century. Perhaps more than any other 
discipline, this tradition has been practiced, in various adaptations, in language 
classrooms all around the world for centuries. There are some discoveries in the 
development of this tradition, which we will briefly talk about, trying to reveal 
the importance of research in the selection and implementation of the optimal 
methods and techniques for language teaching and learning. 
 
Ancient time. In the 16th, 17th and 18th centuries, foreign language learning 
was associated with the learning of Latin and Greek. At that time was significant 
to emphasis on grammar, memorization, and translation. 
 
16th century. Medieval Latin was the language used in the middle ages, 
primarily as a medium of scholarly exchange, church language, but also as a 
language of science, literature, law and administration. 
 
8 
 
 
 
 
 
 
 
 
https://www.google.com.br/search?q=medieval+latin&biw=1366&bih
=652&tbm=isch&imgil=XBkzEY7UJHHErM%253A%253B8aSiSjqIwxFy
M%253Bhttp%25253A%25252F%25252Fhomepages.wmich.edu%2525
2F~johnsorh% 
 
17th century. French was the language of diplomacy in Europe, for many years 
until the accession of UK, Ireland and Denmark in 1973, French and German 
were the official working language of the European Economic Community. 
In that century we found the most famous language methodologist; Jan Amos 
Comenius (1592-1670). His work emphasizes the relevance of the senses rather 
than the mind, the importance of physical activity in the classroom. 
 
18th century. Karl Julius ploetz (1819-1881). He is credited with the idea of 
arranging historic data by dates, geography, and other factors. As later used in 
the English language. 
 
19th century. A lot of things to consider happened in that century. To start; 
grammar translation method emerged. The pre-reform movement by the 
French Marcel (1793-1896) pointed out the connection between child learning 
and his/her language and the foreign language teaching. After this, it was Gouin 
(1831-1896) also a French person who tried to build a methodology around 
observation of child language learning. Then, we can find the reform movement 
which stressed the translation in both directions. After that, we have a Sauveur 
(1826-1907) who highlighted the Importance of an intensive oral interaction in 
 
9 
 
the target language. Finally we met with Harold Palmer (1877-1949) and F. 
Franke. The first one thinks that teachers need training not only in phonetic but 
also in linguistic features. And the second one provided a theoretical 
justification for a monolingual approach to teach. 
 
Late of 19th century. The direct approach was proposed by Charles Berlitz. In 
1929 the Coleman report suggested a reading based approach. In 1941 the 
English language Institute was establish. Two years after Bloomfield’s work 
inspired what comes next the audio-lingual method, which was the answer for 
the Americans need to become orally proficient in the language of their allies 
and enemies during World War II. 
 
 
 
 
 
 
https://www.google.com.br/search?q=charles+berlitz&biw=1366&bih=65
2&tbm=isch&imgil=ppDLys4Ql9YFM%253A%253BQmhAiYYNpqQjSM%25
3Bhttp%25253A%25252F% 
 
20th century. In this time we met with other approaches and methods that we 
will talk about later. Those are; cognitive approach, natural approach, 
suggestopedia method, communicative approach, the silent way and the TPR 
(total physical response) and to finish the new contributions will be; NLP (neuro 
linguistic programming, multiple intelligence, whole learning approach, lexical 
approach, content-based method and tasked-based instruction. 
 
SEARCHING FOR KNOWLEDGE 
In explaining methods, the differences between a philosophy of language 
teaching at the level of the theory and principles, and a group of derived axioms 
 
10 
 
for teaching language, is fundamental. Edward Anthony in 1963 Identified 3 
levels of conceptualization and organization, which the terminology, approach, 
method, and technique. 
The organization is hierarchical. The ordering key is that techniques put 
into effect a method with consistent with an approach. An approach is a set of 
correlative suppositions dealing with the nature of language teaching and 
learning. 
An approach is axiomatic. It describes the nature of the subject matter to 
be taught. Method is a general plan for the orderly presentation of language 
material, no parts of which contradicts, and all of which is based upon, the 
selected approach. 
An approach is axiomatic 
A method is procedural 
A technique is implemental 
For that reason, within one approach, there can be many methods, and 
the technique is that which actually happens in a classroom. 
 
 
 
11 
 
UNIDADE 2. HISTORICAL PERSPECTIVE OF TEACHING 
ENGLISH STUDIES – PARTE II 
 
MEETING THE PROPOSED UNIT 
Objective 
To be aware of the whole panorama in teaching a foreign language. 
In this unit we will be focus on how and when the teaching English as a 
second language started, what and who were involved during this process. It is a 
Knowledge that any teacher should have to carry out effectively the educational 
task. 
 
STUDY AND REFLECTION 
19th century. A lot of things to consider happened in that century. To 
start; grammar translation method emerged. The pre-reform movement by the 
French Marcel (1793-1896) pointed out the connection between child learning 
and his/her language and the foreign language teaching. After this, it was Gouin 
(1831-1896) also a French person who tried to build a methodology around 
observation of child language learning. Then, we can find the reform movement 
which stressed the translation in both directions. After that, we have a Sauveur 
(1826-1907) who highlighted the Importance of an intensive oral interaction in 
the target language. Finally we met with Harold Palmer (1877-1949) and F. 
Franke. The first one thinks that teachers need training not only in phonetic but 
also in linguistic features. And the second one provided a theoretical 
justification for a monolingual approach to teach. 
 
 
 
 
12 
 
Harold Edward Palmer, (1877-1949) 
Foi um Inglês linguista, foneticista e pioneiro no campo da aprendizagem 
de línguas Inglês e ensino. Se dedicou especialmente ao Método Oral. Ele 
permaneceu no Japão por 14 anos, reformou a sua educação em Inglês e 
contribuiu para o desenvolvimento das linguística aplicada do século 20. 
Harold E. Palmer - Wikipedia, the free 
encyclopediaen.wikipedia.org/wiki/Harold_E._Palmer 
 
 
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Late of 19th century. The direct approachwas proposed by Charles Berlitz. In 
1929 the Coleman report suggested a reading based approach. In 1941 the 
English language Institute was establish. Two years after Bloomfield’s work 
inspired what comes next the audio-lingual method, which was the answer for 
the Americans need to become orally proficient in the language of their allies 
and enemies during World War II. 
 
 
 
 
 
 
 
13 
 
Charles Berlitz 
Nascimento: 20 de novembro de 1914 
Morte: 18 de dezembro de 2003 (89 anos) 
Nacionalidade: estadunidense 
Ocupação: Linguista, escritor, arqueólogo e mergulhador 
 
https://www.google.com.br/search?q=charles+berlitz&biw=1366&bi
h=652&tbm=isch&imgil=ppDLys4Ql9YFM%253A%253BQmhAiYYN
pqQjSM%253Bhttp%25253A%25252F% 
 
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rce=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fpt.wikipedia.org%2Fwiki%2FCh
arles_Berlitz&ei=a9r7U5_UDsmG8QGb44HIBQ&usg=AFQjCNGBFoReq9tQdTSHV 
 
20th century. In this time we met with other approaches and methods that we 
will talk about later. Those are; cognitive approach, natural approach, 
suggestopedia method, communicative approach, the silent way and the TPR 
(total physical response) and to finish the new contributions will be; NLP (neuro 
linguistic programming, multiple intelligence, whole learning approach, lexical 
approach, content-based method and tasked-based instruction. 
 
SEARCHING FOR KNOWLEDGE 
In explaining methods, the differences between a philosophy of language 
teaching at the level of the theory and principles, and a group of derived axioms 
for teaching language, is fundamental. Edward Anthony in 1963 Identified 3 
levels of conceptualization and organization, which the terminology, approach, 
method, and technique. 
The organization is hierarchical. The ordering key is that techniques put 
into effect a method with consistent with an approach. An approach is a set of 
correlative suppositions dealing with the nature of language teaching and 
learning. 
 
14 
 
An approach is axiomatic. It describes the nature of the subject matter to 
be taught. Method is a general plan for the orderly presentation of language 
material, no parts of which contradicts, and all of which is based upon, the 
selected approach. 
An approach is axiomatic 
A method is procedural 
A technique is implemental 
For that reason, within one approach, there can be many methods, and 
the technique is that which actually happens in a classroom. 
 
 
 
15 
 
UNIDADE 3. STEPHEN KRASHEN’S THEORY OF SECOND 
LANGUAGE ACQUISITION – PARTE I 
 
MEETING THE PROPOSED UNIT 
Objective 
To be familiar with Krashen’s theory, 
In this unit we will study Krashen’s theory, which it is widely known and 
well accepted theory of second language acquisition, which has had a large 
impact in all areas of second language research and teaching since the 1980s. 
 
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STUDY AND REFLECTION 
Stephen Krashen is an expert in the field of linguistics, specializing in 
theories of language acquisition and development. Much of his recent research 
has involved the study of non-English and bilingual language acquisition. 
 
16 
 
 
 
 
 
 
 
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m=1&docid 
 
 
Krashen's theory of second language acquisition consists of five main 
hypotheses: 
 The Acquisition-Learning hypothesis, 
 The Monitor hypothesis, 
 The Natural Order hypothesis, 
 The Input hypothesis, 
 And the Affective Filter hypothesis. 
 
1. The Acquisition-learning analysis is the most fundamental of all the five 
hypotheses. According to Krashen there are two independent systems of second 
language performance: 'the acquired system' and 'the learned system'. The 
'acquired system' or 'acquisition' is the product of a subconscious process very 
similar to the children first language acquisition. Where speakers are focus not 
in the form of their sentences, but in the communicative act. 
‘The Learned system’ or ‘l earning’ is the result of formal instruction and it 
contains a conscious process which results in conscious learning knowledge 
about the language, for example grammar knowledge. But for Krashen 
‘acquisition’ is more important than ‘learning’. 
 
 
17 
 
 
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2. The Monitor hypothesis describes the relationship between acquisition 
and learning and explains the influence of the latter on the former. 
The monitor work is the useful result of the learned grammar. To Krashen 
the acquisition system is which starts interaction, while the learning system 
performs the role of the ‘monitor’ or the ‘supervisor’. The ‘monitor’ acts in a 
planning, editing and repairing function when the three specific situations are 
met: that is the L2 learner has enough time to use, he/she focuses on form or 
consideration about accuracy, and he/she is familiar with the rule. It looks like 
that the role of conscious learner is somewhat limited in second language 
performance. 
 
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c.ualberta.ca%2Fstaff%2Folenka. 
 
 
18 
 
UNIDADE 4. STEPHEN KRASHEN’S THEORY OF SECOND 
LANGUAGE ACQUISITION – PARTE II 
 
MEETING THE PROPOSED UNIT 
Objective 
To be familiar with Krashen’s theory, 
In this unit we will study Krashen’s theory, which it is widely known and 
well accepted theory of second language acquisition, which has had a large 
impact in all areas of second language research and teaching since the 1980s. 
 
http://www.google.com.br/imgres?imgurl=http%3A%2F%2F0901.static.prezi.com%2Fpreview%2Fqg56dd5
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STUDY AND REFLECTION 
Krashen's theory of second language acquisition consists of five main 
hypotheses: 
 
19 
 
3. The natural order hypothesis is directly related to the acquisition and 
not the learning. Krashen supposes a predictable organization in the 
grammatical structures acquisition of the foreign language as the first language 
acquisition. It is to say, that, there are some grammar rules that are internalized 
before others. It doesn’t mean that the order will be the same in both 
languages. 
4. The input hypothesis is the key to design a syllabus according to 
Krashen. This hypothesis considers that, the acquisition of a second language 
will be possible if the learner is exposed to the target language. When he/she 
receives second language ‘input’ that is one step beyond his/her current stage 
of linguistic competence. For example, if the student is at a level ‘I’, then the 
acquisition takes place when he/she gets and input of ‘I + 1’ 
 
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5. Affective filter hypothesis, illustrated Krashen’s view that a number of 
‘affective variables’ play a facilitative, but non- random, role in second language 
acquisition. These variables cover: motivation, self-confidence, a good self-
image and a low level of anxiety are better outfitted for achievement in second 
language acquisition. 
 
 
20 
 
 
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SEARCHING FOR KNOWLEDGE 
What is the role of grammar in Krashen’s view? Well for Krashen, the 
study of the structure of the language can have general educational advantages 
and values that high schools and colleges may want to include in their language 
programs. It should be clear, however, that examining irregularity, formulating 
rules and teaching complex facts about the target language is not language 
teaching, but rather is "language appreciation" or linguistics. 
The only instance in which the teaching of grammar can result in 
language acquisition (and proficiency) is when the students are interested in the 
subject and the target language is used as a medium of instruction. Very often, 
when this occurs, both teachers and students are convinced that the study of 
formal grammar is essential for second language acquisition, and the teacher is 
skillful enough to present explanations in the target language so that the 
students understand. 
 
21 
 
Krashen's theory supports the natural approach and the communicative 
approach, versions of U.S. and UK, respectively, of constructivism in language 
teaching. Constructivism requires the development of skills and knowledge as a 
result of the action, an intelligent interaction with their environment. 
 
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dsp 
 
 
 
22 
 
UNIDADE 5. NATIONAL CURRICULAR PARAMETERS IN 
A FOREIGN LANGUAGE TEACHING 
 
MEETING THE PROPOSED UNIT 
Objective 
To know Brazilian regulations for foreign language teaching at school. 
In this paper, it will be presented some of the main proposal in the 
National Curriculum Parameters (PCN Parâmetros Curriculares Nacionais) 
regarding the teaching of foreign languages at middle school, and it will be also 
discussed how the objectives of the (PCN) can guide the practice of English 
language teaching today. First, it will be made a short historical summary and 
then it will be considered some texts about the (PCN) in teaching and learning a 
foreign language in high school. 
 
STUDY AND REFLECTION 
In the last 50 years the teaching of English as a foreign language has 
undergone several reforms. Although this story comes from years ago, this 
paper just focuses on the past 50 years. In 1942 Capanema reform presents a 
humanistic nature, this basic education had 3 levels: 
 Elementary (1-4 grade); 
 Ginásio (Middle School 5-8 grade); 
 Scientific or classic (grade 1-3 high school). 
The national education was centralized in the Ministry of Education. The 
primary school was started at 6 or 7 years, not taught a foreign language (FL). FL 
as a discipline began in the ginásio and going through high school. At that time 
the French still had priority over English. 
 
23 
 
In the 50 and 60 of FL teaching was obligatory, and the methodology 
used was translation. That model was extended to the 60’s. This model was 
questioned because the communication in a foreign language was not 
necessary. 
20 years after the reform Capanema, with the first law of Directives and 
Bases of National Education (LDB). In 1991 it is excluded foreign language 
teaching from the mandatory subjects in middle and high school education. This 
law allowed that the foreign language will be was absent from the curriculum. 
The curriculum was defined by the state councils. 
In the 70’s there is another educational reform. LDB Law 5692 of 1971. 
This law imposed on the education an orientation Technical and 
Vocational. The education was guided to produce competent individuals to 
work. 
This law restructured basic education at two levels: 
 Primeiro grau (Elementary school 1-8) 
 Segundo grau (bachillerato1-3). The disciplines that should be part of the 
curriculum were responsibility of state boards of education. It was 
allowed the teaching of FL from grade 5 through high school. That 
subject was given in one year for an hour. 
The teaching of English as a foreign language started to be seen as the 
development of the 4 skills (oral, writing, listening, and reading). First the audio 
lingual method is adopted, but at the end of the 60’s with the emergence of the 
concept of communicative competence, the teaching methodology becomes 
functional and communicative. Although we can say that in public school for 
lack of good infrastructure this methodology is not very well put into practice. 
That was the first panorama in the Brazilian educational system. In the following 
section we will cover what else it has been through. 
 
 
24 
 
SEARCHING FOR KNOWLEDGE 
From 1961 to 1996, 30 years has been pasted without having teaching a 
foreign language as a mandatory subject in public education in Brazil. LDB Law 
9394 of 1996 is the end of military regime and the return of democracy. The 
reform Capanema was outstanding in the general formation of the humanistic 
aspect, and the law 5692 in LDB emphasizes in the formation of technical and 
vocational features. 
The 9394 law was characterized for comprehensive education. With this 
law the primer grau becomes ensino fundamental and the segundo grau 
becomes ensino médio. 
The curiosity is that the course can be organized in cycles. With this law, 
the foreign language teaching recovers the space between mandatory 
disciplines. In this law the teaching of a foreign language should be included 
from the 5th grade and must have an optional second language in high school. 
However, the decision to insert a foreign language was up to the school 
community, according to their circumstances. 
The law 11.161 of 2005 decreed the teaching of Spanish and gives a limit 
of 5 years from its approval for its inclusion in the curriculum. Trying to meet the 
legal document, the Ministry of Education and Culture launched in the 90’s the 
national curriculum standards to the ensino fundamental PCNEF-(Brazil, Ministry 
of Education, 1998) and the curriculum standards to the ensino médio PCNEM-
(Brazil, Ministry of Education, 1999). 
 
Presidência da República 
Casa Civil 
Subchefia para Assuntos Jurídicos 
LEI Nº 11.161, DE 5 DE AGOSTO DE 2005. 
 
Dispõe sobre o ensino da língua espanhola. 
 
25 
 
 O PRESIDENTE DA REPÚBLICA Faço saber que o Congresso Nacional 
decreta e eu sanciono a seguinte Lei: 
 Art. 1o O ensino da língua espanhola, de oferta obrigatória pela escola e 
de matrícula facultativa para o aluno, seráimplantado, gradativamente, nos 
currículos plenos do ensino médio. 
 § 1o O processo de implantação deverá estar concluído no prazo de cinco 
anos, a partir da implantação desta Lei. 
 § 2o É facultada a inclusão da língua espanhola nos currículos plenos do 
ensino fundamental de 5a a 8a séries. 
 Art. 2o A oferta da língua espanhola pelas redes públicas de ensino 
deverá ser feita no horário regular de aula dos alunos. 
 Art. 3o Os sistemas públicos de ensino implantarão Centros de Ensino de 
Língua Estrangeira, cuja programação incluirá, necessariamente, a oferta de 
língua espanhola. 
 Art. 4o A rede privada poderá tornar disponível esta oferta por meio de 
diferentes estratégias que incluam desde aulas convencionais no horário normal 
dos alunos até a matrícula em cursos e Centro de Estudos de Língua Moderna. 
 Art. 5o Os Conselhos Estaduais de Educação e do Distrito Federal emitirão 
as normas necessárias à execução desta Lei, de acordo com as condições e 
peculiaridades de cada unidade federada. 
 Art. 6o A União, no âmbito da política nacional de educação, estimulará e 
apoiará os sistemas estaduais e do Distrito Federal na execução desta Lei. 
 Art. 7o Esta Lei entra em vigor na data da sua publicação. 
 Brasília, 5 de agosto de 2005; 184o da Independência e 117o da 
República. 
 
LUIZ INÁCIO LULA DA SILVA 
Fernando Haddad 
 
26 
 
Finally, in 2006, the Ministry of Education and Culture published as a 
supplement to the standards PCNEM, the curriculum guidelines (orientações 
curriculares) for high school. The document emphasizes the importance of the 
teaching of foreign languages. 
 
 
27 
 
UNIDADE 6. APPROACHES AND METHODS 
 
MEETING THE PROPOSED UNIT 
Objective 
The aim of this unit is to familiarize you with the leading movements 
which have determined many of the features of the major teaching methods 
and approaches. 
The information contained in the different units will allow you to re-
examine the appropriateness of certain techniques in their own context and to 
consider the different ideas advocated in educational philosophy and 
pedagogical theory: these were developed in order to satisfy both the specific 
demands or requirements of the period in which they flourished, and the 
specific context of the people who adopted 
them. 
 
 
 
 
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2Ffixingtheeconomists.wordpress.com%2F2014%2F05%2F2
0%2F 
 
STUDY AND REFLECTION 
In this subject we will be inquiring a number of approaches or kind of 
teaching, not searching to be concluding, or to proclaim that we know the 
'greatest' ways of teaching English. 
 Grammar translation 
 Direct method 
 
28 
 
 Audiolingualism (US) and situation approach (GB) 
 Cognitive approach 
 Natural approach 
 Communicative approach 
 Humanistic approaches 
 
 
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m%2Fabout% 
 
No other discipline seems to be so much interested about methodology 
as that of Teaching English as a Foreign or Second Language (TEFL or TESL). The 
notion of methodology seems to hold a particular attraction for teachers of 
English. For many language teachers adherence to a particular method seems to 
be part of their professional individuality, and yet for all its history of heated 
polemics and change. There still the question; is 'grammar' in or out of fashion 
this year? methodologists do not really have any definitive answers for teachers 
yet. 
Nowadays, there exist controversies in our profession ranging from the 
search for a reasonable language teaching methodology to the search for an 
appropriate professional name. 
The following names and acronyms have been suggested as professional 
labels and have gained relatively permanent acceptance: 
 
29 
 
 TEFL (Teaching/Teachers of English as a Foreign Language): used in 
educational situations where instruction in other subjects is not normally 
given in English. 
 TESL (Teaching/Teachers of English as a Second Language): used in 
educational situations where English is the partial or universal medium of 
instruction for other subjects. 
 TEAL (Teaching/Teachers of English as an Additional Language): used in 
parts of Canada in lieu of TESL to stress the benefits of first-language 
maintenance. 
 TESOL (Teaching/Teachers of English to Speakers of Other Languages): a 
cover-term for teachers working in any of the above situations. 
 ELT (English Language Teaching), a more neutral, cover-all term which 
avoids the issue of context. 
 
SEARCHING FOR KNOWLEDGE 
At least three separate theoretical pictures of language and the essence 
of language skill, explicitly or implicitly inform modern approaches and methods 
in language teaching. 
1st The structural view: the language is a system of structural related 
components for the coding of meaning. The objective of language learning is 
the dominance of elements of the system, which are generally define in terms of 
phonological units and grammatical units and operations. The following 
methods represent this view 
(Audio-lingual, TPR, silence way) 
2nd The functional view: Language is a vehicle for expression of functional 
meaning. This theory emphasizes the semantic and communicative dimensions 
rather than the grammar characteristic of language (The communicative 
approach) 
 
30 
 
3rd The interactional view: language is a vehicle for the realization of 
interpersonal relations and for the performance of social transactions between 
individuals. Language is seen as a tool for the creation and of social relations. It 
provides the axioms and theoretical frame work that may motivate a particular 
teaching method such as Audiolingualism. 
 
 
 
31 
 
UNIDADE 7. GRAMMAR TRANSLATION – PARTE I 
 
MEETING THE PROPOSED UNIT 
Objective 
To learn about grammar translation method. 
 
Grammar teaching has been and continues to be an area of some 
controversy and debate, for that reason, it would be appropriated to get familiar 
with this method, which is based on grammar as a tool to teach a foreign 
language. 
 
STUDY AND REFLECTION 
The Grammar – Translation Method. 
This is a method that has been used by language teachers for many 
years. At one time it was called Classical Method, since it was first used in the 
teaching of the classical languages, Latin and Greek in 19th century. Earlier in 
this century, it was used for the purpose of helping students read and 
appreciate foreign language literature. 
The Grammar – Translation Method Classes 
Are taught in the students  mother tongue, with little active use of the 
target language; Vocabulary is taught in the form of isolated Word list; 
Elaborate explanations of Grammar are always provided; Reading of difficult text 
 
32 
 
is begun early in the course of study; Little attention is paid to the content of 
text, which are treated as exercises in grammatical analysis. 
It is widely recognized that the Grammar Translation Method is still one 
of the most popular and favorite models of language teaching, which has been 
rather strong and impervious to educational reforms, remaining a standard and 
sine qua non methodology. With hindsight, we could say that its contribution to 
language learning has been lamentably limited, since it has shifted the focus 
from the real language to a "dissected body" of nouns, adjectives, and 
prepositions, doing nothing to enhance a student's communicative ability in the 
foreign language. 
 
SEARCHING FOR KNOWLEDGE 
As traduções podem ser identificadas nas três formas abaixo: 
Tradução Literal(ao pé da letra; ad verbum) – Mantem-se o máximo de 
fidelidade ao texto original e estrutura sintática. Importante para documentos; 
alguns textos literários ou jurídicos e traduções entre línguas que apresentem 
pequenas diferenças entre si. É fundamental o uso do dicionário e a intervenção 
do tradutor deve ser mínima. 
Tradução Interpretativa (livre na interpretação; ad sensum) – Há maior 
liberdade de interpretação da ideia extraída do texto, adaptando-a as 
características da língua para a qual traduz. É apropriada para textos 
jornalísticos, comerciais, acadêmicos e técnicos. O tradutor poderá intervir um 
pouco mais na interpretação, mas para tal deverá estar devidamente habilitado 
e treinado. O resultado final será melhor se o texto original estiver bem 
redigido. 
 
 
 
33 
 
Tradução Investigativa (há liberdade na interpretação, representa a intenção 
do autor; ad intentio) – Aqui o tradutor usa total liberdade na interpretação, 
buscando informações fora do texto, quando necessário. O grau de intervenção 
é maior do que na tradução interpretativa e o papel do tradutor se aproxima ao 
de um consultor, corresponsável pelo resultado final. Própria para textos 
jornalísticos, comerciais científicos e técnicos. O tradutor deverá ter ótima 
qualificação. 
Alguma expressões não põem ser traduzidas usando a forma literal, isto 
é, ao pé da letra pois perdem ou adquirem sentido inadequado. 
Veja alguns exemplos de traduções que não podem ser feitas ao pé da 
letra: 
 To cost an arm and a leg – uma coisa cara demais; 
 A piece of cake - quando queremos dizer que uma coisa é moleza ou 
fácil demais. 
 Beat around the bush - pedir para que a pessoa vá direto ao ponto e 
pare de “rodeios”. 
 Bite the bullet – pessoa que vai direto ao ponto (sem enrolação). 
 Barking up the wrong tree ou to get the wrong end of the stick - se 
refere mais a um engano cometido. 
 Steal someone’s thunder - significa roubar a ideia de alguém e ganhar 
créditos por ela. 
 I wore my elbows to the boné- serve para se referir a situações em que 
você se esforça mentalmente no trabalho, nos estudos ou num 
relacionamento. 
 You’re pulling my leg! - Você está brincando! 
 I’m all ears - indica que você está disposto a escutar o que alguém está 
falando. 
 
34 
 
 Completely legless” – usado para falar que alguém está “muito bêbado” e 
mal consegue andar, quase “sem pernas”. 
 To chew one’s ear off- usada quando alguém ouve uma pessoa falando 
muito, por muito tempo, e não aguenta mais. 
 To have egg on your face” significa que você cometeu um erro, sem 
intenção, fazendo se sentir constrangido na frente das pessoas. 
 Get off on the wrong foot- usada para relações sociais que começaram 
com o “pé esquerdo”. 
 To be Born with a silver spoon in one's mouth - nascer em um berço de 
ouro. 
 By heart from memory - saber de cor; memorizado. 
 Change one's mind to change the way of thought - mudar de ideia; de 
opinião. 
 Do one's best to do one's finest- dar o melhor de si. 
 To try very hard - fazer o melhor possível. 
 
educacao.uol.com.br/.../expressoes-idiomaticas-nao-se-traduzem-ao-pe-d... 
 
 
 
 
35 
 
UNIDADE 8. GRAMMAR TRANSLATION – PARTE II 
 
MEETING THE PROPOSED UNIT 
Objective 
To learn about grammar translation method. 
 
Grammar teaching has been and continues to be an area of some 
controversy and debate, for that reason, it would be appropriated to get familiar 
with this method, which is based on grammar as a tool to teach a foreign 
language. 
 
STUDY AND REFLECTION 
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36 
 
SEARCHING FOR KNOWLEDGE 
Advantages: 
1. The phraseology of the target language is quickly explained. Translation is the 
easiest way of explaining meanings or words and phrases from one language 
into another. Any other method of explaining vocabulary items in the second 
language is found time consuming. 
A lot of time is wasted if the meanings of lexical items are explained 
through definitions and illustrations in the second language. Further, learners 
acquire some short of accuracy in understanding synonyms in the source 
language and the target language. 
2. Teacher’s labor is saved. Since the textbooks are taught through the medium 
of the mother tongue, the teacher may ask comprehension questions on the 
text taught in the mother tongue. Pupils will not have much difficulty in 
responding to questions on the mother tongue. So, the teacher can easily assess 
whether the students have learned what he has taught them. Communication 
between the teacher and the learner does not cause linguistic problems. 
Even teachers who are not fluent in English can teach English through this 
method. That is perhaps the reason why this method has been practiced so 
widely and has survived so long. 
 
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start=18&ndsp=23 
 
 
 
37 
 
Disadvantages: 
1. It is an unnatural method. The natural order of learning a language is 
listening, speaking, reading and writing. That is the way how the child learns his 
mother tongue in natural surroundings. But in the Grammar Translation Method 
the teaching of the second language starts with the teaching of reading. Thus, 
the learning process is reversed. This poses problems. 
2. Speech is neglected. The Grammar Translation Method lays emphasis on 
reading and writing. It neglects speech. Thus, the students who are taught 
English through this method fail to express themselves adequately in spoken 
English. Even at the undergraduate stage they feel shy of communicating 
through English. It has been observed that in a class, which is taught English 
through this method, learners listen to the mother tongue more than that to the 
second/foreign language. Since language learning involves habit formation such 
students fail to acquire habit of speaking English. Thus, they have to pay a heavy 
price for being taught through this method. 
 
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38 
 
UNIDADE 9. DIRECT METHOD – PARTE I 
 
MEETING THE PROPOSED 
Objective 
To help the students to understand the principle of Direct method 
To know about another method that could be used in a class. Having the 
direct method parameters a teacher will be aware of the importance of teaching 
a foreign language using different strategies in order to facilitate the students 
learning process. 
 
 
 
 
 
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way.html&h=320&w=240&tbnid=IafsANLmzHzSPM%3
A&zoom=1&docid=ogAe6M8s5qeUYM&eiSTUDY AND REFLECTION 
In the middle of the 19th century the origins of what would become the 
Direct Method were developed by J.S. Blackie, a Scottish teacher, who in the 
1850s was advocating the avoidance of the mother tongue, the direct 
association of word with object, and the relegation of grammar to a subordinate 
position. 
 
39 
 
The Direct Method was the outcome of a reaction against the Grammar 
Translation Method. It was based on the assumption that the learner of a 
foreign language should think directly in the target language. According to this 
method, English is taught through English. The learner learns the target 
language through discussion, conversation and reading in the second language. 
It does not take recourse to translation and foreign grammar. The first verses 
are taught while pointing to objects or pictures or by performing actions. 
 
 
 
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Therefore, the Direct Method is equally or almost as old as the Grammar 
Translation Method (GT). This method showed the necessity of seeking a 
scientific method (phonetic) because we started to emphasize the use of spoken 
language. 
 The MD (Direct Method) is characterized by logical thinking and use of 
language to wash instruction and communication in the classroom. Takes 
precedence teaching sentences everyday; vocabulary through concrete objects 
and abstract figures and the association of ideas. The communication skills will 
be built by the interaction student-teacher or student-student. 
The pronunciation, taught inductively take precedence over grammar 
leaving it the responsibility of writing the memorization of words. After 
 
40 
 
undergoing many changes, over time, the Direct Method became popular in the 
late nineteenth century as part of the teaching of a foreign language in the 
twentieth century. 
Even weakened, in Europe and the USA, the criticism suffered tries 
resurface directed. Even after the efforts cannot have tradition in Brazil. 
 
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The Principal Characteristics 
Only use the target language in class. The learner should be actively 
involved in using the language in realistic everyday situations. Students are 
encouraged to think in the target language. First speaking is taught and then 
only reading and writing. 
The Direct Method aims at establishing the direct bond between thought 
and expressions and between experience and language. It is based on the 
 
41 
 
assumption that the learner should experience the new language in the same 
way as he experienced his mother tongue. 
 
Drawbacks 
There are educationists, who hold the view that the Direct Method does 
not take into account all aspects of language teaching. Language learning 
involves acquisition of skills – listening, speaking, reading and writing. The Direct 
Method concentrates on listening and speaking but not reading and writing 
 
 
 
Novo Dicionário de Expressões Idiomáticas Americanas 
books.google.com.br/books?isbn=8522102902 
 
 
 
 
 
42 
 
UNIDADE 10. DIRECT METHOD – PARTE II 
 
MEETING THE PROPOSED 
Objective 
To help the students to understand the principle of Direct method 
To know about another method that could be used in a class. Having the 
direct method parameters a teacher will be aware of the importance of teaching 
a foreign language using different strategies in order to facilitate the students 
learning process. 
 
Drawback 
to draw back - retirar(-se), puxar para trás, retrair. 
Significado de "draw" - Dicionários Michaelis - Uol 
michaelis.uol.com.br/escolar/ingles/definicao/ingles-po... 
 
Outras traduções para “some drawbacks”: 
 algumas desvantagens; 
 alguns problemas; 
 alguns retrocessos; 
 algumas limitações; 
 alguns inconvenientes; 
 alguns problemas; 
 alguns cuidados; 
 algumas dificuldades; 
 
Substantivo drawback 
 a desvantagem: disadvantage; handicap; penalty, fine, drawback. 
 o inconveniente: inconvenience, drawback. 
 
43 
 
 o abatimento: rebate, reduction, discount, dejection, depression, 
drawback. 
 
Sinônimos de drawback: 
back off - recuar 
recoil- recuo 
retract- retrair 
retreat- retiro 
start back- começar a voltar 
withdraw- retirar 
 
SEARCHING FOR KNOWLEDGE 
A comparison between the Direct Method and the Grammar Translation 
Method must take into account the following points: 
 
i. The Direct Method: 
1. avoids close association between the second or foreign language and the 
mother tongue. 
2. Lays emphasis on speech. 
3. Follows the child’s natural way of learning a language. 
4. teaches the language by ‘use’ and not by ‘rule’. 
5. Does not favor the teaching of formal grammar at the early stage. 
 
44 
 
 
 
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ii. The Grammar Translation Method: 
1. maintains close association between the foreign language and the 
mother tongue. 
2. Lays emphasis on speech. 
3. Follows the adult’s natural way of learning a language. 
4. Teaches the language by ‘rule’ and not by ‘use. 
5. Teaches formal grammar from the very beginning. 
 
45 
 
 
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46 
 
UNIDADE 11. AUDIO – LINGUAL METHOD 
 
MEETING THE PROPOSED UNIT 
Objective 
To inform students of another method. 
To allowed students search to identify exemplary characteristics of 
foreign language teaching. 
These characteristics might lead them to what they should do in their 
daily activities. 
 
STUDY AND REFLECTION 
The history of the Audio lingual Method is linked to the Institute of 
English Language at the University of Michigan created in 1939. 
One of the linguists from this university, Charles Fries, was trained in 
structural linguistics, and he applied the principles of structural linguistics to 
language teaching. The new approach for language learning was first coined as 
the "Oral Approach", the "Aural-Oral Method" or the "Structural Approach"; 
later on the combination of structural linguistic theory, contrastive analysis, 
aural-oral procedures, and behaviorist psychology led to the "Audio lingual 
Method", a term coined in 1964 by Professor Nelson Brooks. 
Although many of its aspects may seem similar to those of the British Oral 
Approach, both traditions developed independently. 
 
Example: 
The following example illustrates how more than one sort of drill can be 
incorporated into one practice session: 
“Teacher: There's a cup on the table ... repeat 
Students: There's a cup on the table 
 
47 
 
 
Teacher: Spoon 
Students: There's a spoon on the tableTeacher: Book 
Students: There's a book on the table 
Teacher: On the chair 
Students: There's a book on the chair 
etc.” 
 
"Professor: Há um copo em cima da mesa ... repeat 
Estudantes: há um copo em cima da mesa 
Professor: Colher 
Estudantes: Há uma colher em cima da mesa 
Professor: Livro 
Estudantes: Há um livro em cima da mesa 
Professor: Na cadeira 
Estudantes: Há um livro na cadeira. 
Etc. 
 
It was in the 1950s that the Audio lingual Method reached its greatest 
popularity. Then, in the late 1950s, the theoretical underpinnings of the method 
were questioned by linguists such as Noam Chomsky, who pointed out the 
limitations of structural linguistics. 
The relevance of behaviorist psychology to language learning was also 
questioned, most famously by Chomsky's review of B.F. Skinner's Verbal 
Behavior in 1959. 
 
48 
 
The audio-lingual method was thus deprived of its scientific credibility 
and it was only a matter of time before the effectiveness of the method itself 
was questioned. 
 
SEARCHING FOR KNOWLEDGE 
 This method is based on the principles of behavior psychology. It 
adapted many of the principles and procedures of the Direct Method, in part as 
a re-action to the lack of speaking skills of the Reading Approach.. 
 New material is presented in the form of a dialogue. Based on the 
principle that language learning is habit formation, the method fosters 
dependence on mimicry, memorization of set phrases and over-learning. 
Structures are sequenced and taught one at a time. Structural patterns are 
taught using repetitive drills. Little or no grammatical explanations are provided; 
grammar is taught inductively. Skills are sequenced: Listening, speaking, reading 
and writing are developed in order. Vocabulary is strictly limited and learned in 
context. Teaching points are determined by contrastive analysis between L1 and 
L2. There is abundant use of language laboratories, tapes and visual aids. There 
is an extended pre-reading period at the beginning of the course. Great 
importance is given to precise native-like pronunciation. Use of the mother 
tongue by the teacher is permitted, but discouraged among and by the 
students. Successful responses are reinforced; great care is taken to prevent 
learner errors. There is a tendency to focus on manipulation of the target 
language and to disregard content and meaning. 
 
Advices for Using Audio-lingual Drills in L2 Teaching 
1. The teacher must be careful to insure that all of the utterances which 
students will make are actually within the practiced pattern. For example, 
 
49 
 
the use of the AUX verb To do should not suddenly switch to do as a 
main verb. 
2. Drills should be conducted as rapidly as possible so as to insure 
automaticity and to establish a system. 
3. Ignore all but gross errors of pronunciation when drilling for grammar 
practice. 
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand 
motions, signal cards, notes, etc. to cue response. You are a choir 
director. 
5. Use normal English stress, intonation, and juncture patterns 
conscientiously. 
6. Drill material should always be meaningful. If the content words are not 
known, teach their meanings. 
7. Intersperse short periods of drill (about 10 minutes) with very brief 
alternative activities to avoid fatigue and boredom. 
8. Introduce the drill in this way: 
a. Focus (by writing on the board, for example) 
b. Exemplify (by speaking model sentences) 
c. Explain (if a simple grammatical explanation is needed) 
d. Drill 
9. Don’t stand in one place; move around the room standing next to as 
many different students as possible to spot check their production. Thus 
you will know who to give more practice to during individual drilling. 
10. Use the "backward buildup" technique for long and/or difficult patterns. 
 tomorrow; in the cafeteria tomorrow 
 will be eating in the cafeteria tomorrow 
 Those boys will be eating in the cafeteria tomorrow. 
 
50 
 
11. Arrange to present drills in the order of increasing complexity of student 
response. The question is: How much internal organization or decision 
making must the student do in order to make a response in this drill. 
Thus: imitation first, single-slot substitution next, then free response last. 
 
 
 
51 
 
UNIDADE 12. COGNITIVE APPROACH 
 
MEETING THE PROPOSED UNIT 
Objective 
To provide quality information to be prepare of some old structures of a 
changing world. 
It is imperative to be informed of all the methods and approaches that 
education has been through, in order to have a better judgment and have more 
devices to use into a classroom. 
 
 
 
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therapy%2F&h=294&w=300&tbnid=d6TYIsMbqMHFXM
%3A&zoom=1&docid=mMvcC_Vg-tlKeM&ei= 
 
STUDY AND REFLECTION 
As a result of the critiques of the audio-lingual method, linguists such as 
J.B. Carroll, K. Chastain and K. Diller proposed a set of guidelines for language 
teaching; this was never a method, but it was based on theoretical principles 
about a particular view of language and of the nature of linguistic learning. They 
looked for the support of current disciplines such as generative-
transformational grammar and cognitive psychology. 
 
 
 
 
 
52 
 
 
 
 
 
https://www.google.com.br/search?q=JB+Carroll&sa=X&biw=1366&bih=6
52&tbm=isch&imgil=JTQ8jUfo2g-FXM%253A%253 
BaRpuOk2qfsU1TM%253Bhttp%25253A%25252F%25252Fwww.indiana.edu
%25252F~intell%25252Fcarroll.shtml&source=iu&usg=__YgDKJLBWDu27-
il_oF9Mmnd5a0I%3D&ei=wTX1U8DiF8iXyASc6YHYBg&ved=0CEIQ9QEwA
w 
 
The changes affected the procedures of language learning more than the 
objectives. From the very beginning the objective of language teaching was to 
give the same importance to the four skills, and the contents were focused on 
the grammatical component, with special relevance granted to morphology and 
syntax within the sentence. 
 
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M&ei=FTL1U6OBKMO2yATLsIHIBQ&tbm=isch&ve
d=0CCYQMygJMAk&iact 
 
Some of the theoretical foundations of the Cognitive Approach were: 
1. Conscious learning of the language system is promoted: learners 
need to have control of the language rules in order to be able to 
generate their own language in new situations (the principle 
of creativity). In other words, learners need to understand the 
system of rules; thus grammar is explained openly and is often 
 
53 
 
contrasted with the first language. Making mistakes is viewed as 
part of the process of achieving an understanding of rules. 
2. Conscious focus on grammar acknowledges the role of abstract 
mental processes in learning rather than defining learning simply 
in terms of habit formation. 
3. Learning must go from the known to the unknown, so that the 
learners can familiarize themselves with the rules first (knowledge) 
and apply them afterwards (performance). This means that 
learners first deal with controlled comprehension and 
manipulation of linguistic forms for later use in real 
communication situations. It is believed that if the students have a 
cognitive control over the language structures, they will 
automatically develop the ability to use them in meaningful 
situations. 
4. Learning must be meaningful (in contrast to the routine repetition 
of 'drills'), it must be related to the new materials and adapted to 
the learners needs. Thus learning is under the learner's control. 
 
 
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Al0M&ei=FTL1U6OBKMO2yATLsIHIBQ&tbm=is
ch&ved=0CFoQMygzMDM&iact=rc&uact=3&
dur=215 
 
 
 
 
54 
 
SEARCHING FOR KNOWLEDGE 
Although many have considered the changes implemented by the 
Cognitive Approach as superficial, particularly those concerning techniques and 
classroom dynamics, it was widely accepted in the United States, and many of 
the activities carried out in the classroom context consisted of the combination 
of a structural 'syllabus' with a cognitive approach and a variety of 
communicative and personalized activities and strategies. 
The term cognitive code is still sometimes invoked to refer to any 
conscious attempt to organize materials around a grammatical syllabus while 
allowing for meaningful practice and use of language. 
Cognitive Code 
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3A%2F%2Fwww.venturechoice.com%2Fimages%
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4Bw&tbm=isch&ved=0CB0QMygAMAA&i 
 
Cognitive Code develops from the central assumption that the learner is 
an active processor of information (Hutchinson and Waters, 1987). Learning 
takes place when a person tries to create interpretations and meanings based 
on the analysis of a particular situation or set of data to discover or infer the 
underlying rules or patterns. Learning a rule and then apply it to new situations 
involves a series of mental operations. In other words, you can learn when you 
can understand, what you see, what you feel and what you hear. The main 
teaching technique associated with this approach is the solution of problems. 
 
 
 
55 
 
UNIDADE 13. HUMANISTIC APPROACH 
 
MEETING THE PROPOSED UNIT 
Objective 
To create a sensitive perception taking into consideration humanistic 
approaches. 
To arouse in the students some of the humanistic principles, such as: The 
humanist teacher is a facilitator, not a disseminator, of knowledge. A humanist 
teacher's effort would be put into developing a learner's self-esteem. It would 
be important for learners to feel good about themselves. 
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m=1&docid=qa2lVOHUm9h39M&ei=MGz2U5TmJpL5y
QSe2YDIBg&tbm= 
 
STUDY AND REFLECTION 
An explosion of new and radical approaches to learning a language came 
to light in the 1970s. These approaches are often grouped under the title of 
Humanistic Approaches due to their method of concentration, touching on the 
innate ability and capacity that all learners are presumed to possess. 
 
Suggestopedia or suggestology 
This method is based on the idea that the mind has great potential and 
can retain information by the power of suggestion. This teaching method uses 
relaxation as a means of retaining new knowledge. 
 
56 
 
In their initial lessons learners receive large quantities of information in the new 
language. The text is translated and then read aloud with classical music in the 
background. The scope is to supply an atmosphere of total relaxation where 
understanding is purely accidental and subliminal. Using large quantities of 
linguistic material introduces the idea that language understanding is easy and 
natural. 
In the following lesson, learners use the material in a variety of 
communication activities. The original learning techniques and theory 
developed by Georgi Lozanov have since developed into the Accelerated 
Learning movement. 
 
The Silent Way 
Another example of a method categorized under the Humanistic 
Approaches, with this technique the teacher is supposed to be practically silent - 
hence the name of the method - and avoids explaining everything to the 
students. This method is based on a problem-solving approach to learning, 
whereby the students' learning becomes autonomous and co-operative. 
The scope is to help students select the appropriate phrases and know 
how to control them, with good intonation and rhythm. The teacher does not 
repeat the material nor supplies the phrases that the student has to imitate, and 
there is no use of the learner's native language. Patterns contain vocabulary, 
and coloured guides for pronunciation are used to assist the teacher in guiding 
the students' understanding while saying the least amount possible. 
 
Community Language Learning 
CLL was developed by someone who had no training as a language 
teacher but chose language as a vehicle for experimentation with learning and 
the promotion of learning. Charles A. Curran was a Jesuit priest and a professor 
 
57 
 
of clinical psychology at Loyola University (Chicago), where he wrote and 
conducted research on the application of principles of clinical psychology to 
education. 
On the other hand, this technique shares many of the same principles as 
the Silent Way, this technique was relatively short-lived. Seeing the student as a 
'whole' person, the method involved students sitting in a circle and encouraging 
them to use their feelings, intellect, relationships and reactions. On the whole, 
Curran's theories were not so much focused on the psycholinguistic and 
cognitive processes involved in second language learning, but on the personal 
commitments learners need to make before language acquisition can take 
place. 
 
Total Physical Response (TPR) 
 
 
 
 
 
 
 
Dr. James J. Asher originou a abordagem de 
resposta física total livre de estresse para 
aquisição de segunda língua, que é conhecido 
internacionalmente como TPR. 
www.tpr-world.com/originator.html 
 
This method draws on the basic principles of how young children learn 
their first language. Developed by James Asher, this teaching method involves a 
wide range of physical activities and a lot of listening and comprehension, as 
 
58 
 
well as an emphasis on learning as fun and stimulating. Asher has based his 
theory of language learning on three rather influential hypotheses: 
 The influence of the first language acquisition process, 
 The influence of brain lateralization on language functions, 
 The importance of stress 
Total Physical Response has limitations, especially when teaching abstract 
language and tasks, but is widely considered to be effective for beginners and is 
still the standard approach for young learners. 
 
SEARCHING FOR KNOWLEDGE 
Humanism gives importance to the inner feelings, thoughts and 
emotions of the human being; it focuses on the development of the self-
concept of the student. Feeling good about oneself is the first and foremost 
factor. The humanistic approach is a method of teaching language which lays 
great stress on humanism and considers it to be the essential element in the 
process of teaching. Some of the important principles in the humanistic 
approach are the development of human values, increase in self-awareness, 
sensitivity towards emotions and feelings and active student participation in the 
process of learning. 
There are some affective factors in the language learning process which 
are divided into two types: individual factors which consist of self-esteem, 
inhibition, motivation, anxiety and extroversion-introversion; and rational factors 
that contain cross-cultural processes, empathy and classroom transaction. The 
humanistic approach is a learner-centered approach where each and everything 
is done keeping the learner in mind. Humanists discourage both reward and 
punishment as the studentwill get used to praise and will simply work to be 
appreciated rather than making the effort because it is truly required. 
 
 
59 
 
UNIDADE 14. NATURAL APPROACH 
 
MEETING THE PROPOSED UNIT 
Objective 
Emphasize the importance of this method. 
The approach encompasses a number of concepts that have to do with 
the nature of learning and teaching languages. The approach is axiomatic and 
describes the kind of stuff to teach, is the level at which specifies beliefs about 
language and learning, and serves as a source for the practice and principles. 
We will remember from Krashen foreign language acquisition theory in unit 2 
some of the aspects that are going to be mention, but it is important to go over 
those aspects again, but focusing on the natural approach. 
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act=rc&uact=3&dur= 
 
 
 
60 
 
STUDY AND REFLECTION 
The Natural Approach and the Communicative Approach share a 
common theoretical and philosophical base. The Natural Approach to L2 
teaching is based on the following hypotheses: 
1. The acquisition-learning distinction hypothesis 
Adults can "get" a second language much as they learn their first 
language, through informal, implicit, subconscious learning. The conscious, 
explicit, formal linguistic knowledge of a language is a different and often non-
essential process. 
2. The natural order of acquisition hypothesis 
L2 learners acquire forms in a predictable order. This order very closely 
parallels the acquisition of grammatical and syntactic structures in the first 
language. 
3. The monitor hypothesis 
 Fluency in L2 comes from the acquisition process. Learning produces a 
"monitoring" or editor of performance. The application of the monitor function 
requires time, focus on form and knowledge of the rule. 
4. The input hypothesis 
Language is acquired through comprehensible input. If an L2 learner is at 
a certain stage in language acquisition and he/she understands something that 
includes a structure at the next stage, this helps him/her to acquire that 
structure. Thus, the i+1 concept, where i= the stage of acquisition. 
5. The affective hypothesis 
People with certain personalities and certain motivations perform better 
in L2 acquisition. Learners with high self-esteem and high levels of self-
confidence acquire L2 faster. Also, certain low-anxiety pleasant situations are 
more conducive to L2 acquisition. 
 
 
61 
 
6. The filter hypothesis 
There exists an affective filter or "mental block" that can prevent input 
from "getting in." Pedagogically, the more that is done to lower the filter, the 
more acquisition can take place. A low filter is achieved through low-anxiety, 
relaxation, non-defensiveness. 
7. The aptitude hypothesis 
There is such a thing as a language learning aptitude. This aptitude can 
be measured and is highly correlated with general learning aptitude. However, 
aptitude relates more to learning while attitude relates more to acquisition. 
8. The first language hypothesis 
The L2 learner will naturally substitute competence in L1 for competence 
in L2. Learners should not be forced to use the L1 to generate L2 performance. 
A silent period and insertion of L1 into L2 utterances should be expected and 
tolerated. 
9. The textuality hypothesis 
The event-structures of experience are textual in nature and will be easier 
to produce, understand, and recall to the extent that discourse or text is 
motivated and structured episodically. Consequently, L2 teaching materials are 
more successful when they incorporate principles of good story writing along 
with sound linguistic analysis. 
10. The expectancy hypothesis 
Discourse has a type of "cognitive momentum." The activation of correct 
expectancies will enhance the processing of textual structures. Consequently, L2 
learners must be guided to develop the sort of native-speaker "intuitions" that 
make discourse predictable. 
 
 
 
 
 
 
62 
 
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1&start=0&ndsp=17 
 
SEARCHING FOR KNOWLEDGE 
In the United States there was also an increasing interest towards a more 
communicative orientation in the field of language teaching, under the 
influence of the humanist theories applied to 'learner-center teaching'. The 
Natural Approach acted as a bridge between psycholinguistic theories and the 
communicative approach, between North-American and European tendencies, 
that continually try to balance the role of the learner-individual and the learner-
social-being. 
The Natural Approach, published in 1983 by Tracy Terrell and Stephen 
Krashen, gave a new direction to foreign or second language teaching. Tracy 
Terrell was a teacher of Spanish in California and Stephen Krashen was an 
applied linguist at the University of Southern California. In their book they 
combined Terrell's classroom procedures and Krashen's influential theory of 
second language acquisition. 
 
 
 
63 
 
UNIDADE 15. COMMUNICATE APPROACH 
 
MEETING THE PROPOSED UNIT 
Objective 
To find out why the communicative approach has been so important in 
the language teaching process. 
To emphases in the teaching of language that tend to promote or lead to 
the teaching and learning of a language as and for communication. To be 
inform of the European framework for languages. 
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Xtf3U9_ 
 
STUDY AND REFLECTION 
Communicative approaches in language teaching appeared in the 1970s, 
influenced by the breakaway from the concept of method, and the so-called 
"humanistic" new methods. Dissatisfaction with current models of language 
teaching, such as Situational Language Teaching in Britain, and Audiolingualism 
in the United States, meant that language teaching was ready for a paradigm 
shift. 
Exactly what communicative approaches encompass has come in for a lot 
of debate. It is a set of approaches, rather than a method, and as such there is 
no single text or authority on CLT (communicative language teaching). However, 
there does seem to be a general consensus on the main issues. 
CLT focus on getting learner do things using language, to express ideas 
and to accomplish communicative acts of different kinds. 
 
64 
 
 One of the most characteristic features of communicative language 
teaching is that it pays systematic attention to functional as well as structural 
aspects of language. (Littlewood 1981). 
Some of the theoretical foundations of CLT can be summarized as follows: 
 Language is a system for the expression of meaning; 
 The primary function of language is for interaction and communication; 
 The structure of language reflects its functional and communicative uses; 
 The primary units of language are not merely its grammatical and 
structural features, but categories of functional and communicative 
meaning as exemplified in discourse. 
 
SEARCHING FOR KNOWLEDGE 
Richards & Rodgers (1986: 71).In other words, communicative approaches prioritize the communicative 
nature of language, although the linguistic or structural aspect of language is 
still accepted as an integral part of it. The main debate in CLT has tended to 
center on the degree to which the structural element of language is focused on 
in teaching. 
As European countries became increasingly interdependent, an 
organization called the Council of Europe was set up in 1949 by the 
governments of various European countries to promote cooperation in areas 
such as culture and education. Their Modern Languages Project was started in 
1971, when a group of experts started to develop a language curriculum for 
Europe. 
The Council of Europe Modern Languages Project based their ideas on 
current theoretical thinking on language and learning, which was becoming 
increasingly influenced by Sociolinguistics, and particularly on Wilkin's idea of a 
notional/functional syllabus. The project culminated in the publication of "The 
 
65 
 
Threshold Level" in 1975 (Van Ek) which was a series of syllabus specifications 
which identified the actual content of English needed for general 
communication. This in turn led to the implementation of a communicative 
syllabus for language teaching in Western Europe (in England, France, Spain and 
Germany) between 1975 and 1981. The Threshold Level documents were 
In subsequent years, as the Council of Europe developed its theoretical 
basis for the dissemination of a communicative approach to teaching languages 
in Europe, more educational goals were added to those implicit in the Threshold 
Level syllabus. One was the goal of conversational strategies: it was seen that 
learners needed to develop strategies to enable them to deal with the cut and 
thrust of real-time conversation, with both its predictability and its 
unpredictability. Thus learners needed to be taught the skills of circumlocution, 
of asking for clarification, of how to redirect a conversation and so on. 
Another goal which was subsequently included by the Council of Europe 
was that of "the development of the individual personality in both its cognitive 
and affective aspects" (Trim 1981). This broad educational goal referred, among 
other things, to developing in the learner a tolerance of other cultures, 
languages and beliefs. 
It has been pointed out that the adoption of a communicative 
methodology by not only educational agencies such as the Council of Europe, 
but by professional teaching organizations such as the British Council, had an 
enormous impact on the spread of CLT. 
In November 2001 a European Union Council Resolution recommended 
using what it called the 'Common European Framework of Reference for 
Languages' (the CEF) to set up more consensuses on systems of validation of 
language ability. Despite its Euro-centric title, it is meant to have universal 
application and is a more modern and elaborates response to the outdated 
Threshold Level. Its basic structure revolves around its six 'reference levels', from 
 
66 
 
A1 to C2. The CEF divides learners into three broad divisions which can be 
divided into six levels: 
 A Basic Speaker 
 A1 Breakthrough 
 A2 Waystage 
 B Independent Speaker 
 B1 Threshold 
 B2 Vantage 
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 C Proficient Speaker 
 C1 Effective Operational Proficiency 
 C2 Mastery 
 
 
 
 
67 
 
UNIDADE 16. DISCUSSION OF CASES 
 
MEETING THE PROPOSED UNIT 
Objective 
To make students think about their own kind of approach 
After some approaches and methodologies have been presented in this 
paper, it is time to deliberate which could be the best approach or method. 
 
 
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sa.blogspot.com%2F2011%2F07%2Fmetodologias-de-
ensino-de lingua.html&h=320&w=320&tbnid= 
0PyImwppERlCFM%3A&zoom=1&docid 
 
 
O escritor brasileiro João Guimarães Rosa afirmou certa vez que o 
universo da língua estrangeira é algo extremamente complexo. E que, para 
vencer esse desafio, “uma nação precisa aprender idiomas sempre com 
divertimento, gosto e distração”. 
http://www.goethe.de/ins/br/lp/kul/dub/mtl/pt7954040.htm 
 
STUDY AND REFLECTION 
Go to the following link, http://www.youtube.com/watch?v=ss2hULhXf04 
and think if you want to become a teacher like the one in the video. 
First at all, the teacher has to fit the method to the learner, not vice versa. 
Fortunately, today the professional language teacher has a good grounding in 
 
68 
 
the various techniques and new approaches, and they know and understand the 
history and evolution of teaching methodologies. 
The modern teacher will in fact use a variety of methodologies and 
approaches, choosing techniques from each method that they consider effective 
and applying them according to the learning context and objectives. They 
prepare their lessons to facilitate the understanding of the new language being 
taught and do not rely on one specific 'best method. 
http://www.google.com.br/imgres?imgurl=http%3A
%2F%2Fblog.culturainglesa-ce.com.br%2Fwp-
content%2Fuploads%2F2013 
%2F10%2FConhe%2525C3%2525A7a-o-perfil-de-
um-professor-de-l%2525C3%2525ADngua-inglesa-
cultura-inglesa.jpg& 
imgrefurl=http%3A%2F%2Fblog.culturainglesa-
ce.com.br%2Fcultura-2%2Fperfil-de-um-professor-
de-lingua-inglesa&h=264&w= 
 
SEARCHING FOR KNOWLEDGE 
A teacher lesson plan should consider the following activities: 
The teacher proposes a variety of exercises, both written and oral, to 
improve the learner's accuracy, fluency and communicative ability. 
The teacher corrects errors immediately if the scope of the classroom 
activity is accuracy, but if the scope of the activity is fluency these errors will be 
corrected later on. 
The teacher introduces exercises of guided discovery for new grammar 
rules. 
The teacher develops all four linguistic capabilities (reading, writing, 
listening and speaking). 
To improve pronunciation the teacher uses drills, where students repeat 
automatically the phrases spoken by the teacher. 
 
69 
 
The teacher helps the student personalize the use of grammatical and 
lexical elements used in class. 
The teacher understands that a didactic program has to include not only 
grammar and lexis, but also linguistic functions, colloquialisms, idioms, etc. 
At times the teacher may translate - but only if they know both 
languages very well and believe it is the most efficient way to provide the 
meaning of a new concept in that moment, especially for abstract ideas. 
The teacher is committed to developing a wide range of resources in 
order to give relevant, stimulating, and productive lessons. 
It is impossible to do everything if only one method is used. As a result, 
professional EFL teachers follow what is described as the Principled Eclecticism 
approach, where students are also encouraged to be autonomous in their 
learning. 
http://www.google.com.br/imgres?imgurl=http%3A%2F%2F
cptstatic.s3.amazonaws.com%2Fimagens%2Fenviadas%2Fm
aterias%2Fmateria9424%2Fpcn-lingua-estrangeira-cursos-
cpt.jpg&imgrefurl=http%3A%2F%2Fwww.cpt.com.br%2Fpc
n%2F parametros -curriculares-nacionais-
linguaestrangeira&h=366&w=530&tbnid=9si45j2p_SqPrM
%3A&zoom=1&docid=An6djerRjh 
 
In the globalized world in which we live the learning a second language 
became compulsory. No one knowsfor sure if the ideal teacher would have a 
teacher whose mother tongue was one that he teaches. 
On one hand it is argued that native teachers are better because of the 
perfect pronunciation, including the use of some "informal expressions", others 
are contrary claiming that the teacher who runs the learning process has a real 
knowledge of the difficulties found when learning a new language and so are 
more tolerant and not imposes a very hard pace to be followed. 
 
70 
 
Not only teaching offering a better educational materials, make a 
difference in learning. 
Laws not only ensure adequate education, but the preparation of 
professionals to be able to pass this knowledge will be critical to the success of 
this new phase. 
http://www.google.com.br/imgres?imgurl=http%3A%2F%2F
www.pragmatismopolitico.com.br%2Fwp-content%2 
Fuploads % 2F2013%2F05%2Faprender-ingles-
brasil.jpg&imgrefurl=http%3A%2F%2Fwww.pragmatismopol
itico.com.br%2F2013%2F05% 2brasil-monoglota-ensino-de-
lingua-estrangeira-
eineficaz.html&h=800&w=1200&tbnid=dYj2TcA6FApW9M
%3A&zoom=1&docid 
 
 
 
 
71 
 
UNIDADE 17. BEOWULF –OLD ENGLISH 
 
MEETING THE PROPOSED UNIT 
Objective 
Mostrar que a obra Beowulf pode ser considerada um poema heroico 
pré-viking, composto oralmente entre os anos 700 e 750. 
 
STUDY AND REFLECTIO 
Tudo indica que o poema épico Beowulf foi composto na primeira 
metade do século VIII. No século X foi transcrito em saxão ocidental e essa 
cópia foi descoberta em 1705. Para alguns este texto é uma modesta amostra 
de uma tradição épica muito mais rica, mas sem comprovação. Por isso ainda é 
considera a maior epopeia dos tempos heroicos dos povos germânicos. 
 
Entendendo sua genealogia: 
O pai de Beowulf, Ecgtheow, casou-se com a filha de Hrethel, rei dos 
gautas. No período coberto pelo poema, o rei dos gautas é Hygelac, tio de 
Beowulf. Ao morrer este, a coroa passa ao seu filho Heardred, mas este é morto 
num ataque do rei sueco Onela. Beowulf então é coroado rei dos gautas. O 
poema informa que Beowulf não deixou descendentes. 
O enredo do filme se divide em três partes. Na primeira, Hrothgar, rei da 
ilha dinamarquesa de Själland, sofreu durante anos aos ataques do gigante 
Grendel que matava e devorava seus guerreiros. Beowulf, príncipe dos getas, 
apresenta-se como voluntário para acabar com o monstro. Beowulf o enfrenta, 
e ao arrancar-lhe o braço, o monstro Grendel se refugia no fundo do Pântano e 
morre. 
Na segunda parte, a mãe de Grendel, a “loba-do mar “, querendo 
vingança da morte do filho resolve atacar a sede do rei. Beowulf, fiel guerreiro, 
 
72 
 
mergulha no Pântano à procura da “loba”. Após intensa luta beowulf a vence e 
como prova trás a cabeça de Grendel. 
A terceira parte ocorre após anos, com Beowulf já idoso tornando-se rei 
da Suécia. Mas ao confrontar um dragão que ameaçava suas terras mata-o, mas 
durante a batalha é ferido mortalmente com sua mordida. 
Beowulf só conseguiu este feito com a ajuda de Wigla, único soldado que 
lutou ao seu lado até o fim sendo nomeado seu sucessor o trono. 
O filme se encerra com o funeral de Beowulf. Sewu corpo foi queimado e 
suas cinzas colocadas em um santuário. 
Embora o autor da obra tivesse a intensão de introduzir elementos 
cristãos, constata - se um cristianismo superficial ilustrando as concepções 
pagãs dos povos germânicos primitivos. 
 
“Beowulf é um poema épico, escrito em língua anglo-saxã com o emprego de 
aliteração. Com 3.182 linhas, é o poema mais longo do pequeno conjunto da 
literatura anglo-saxã e um marco da literatura medieval.” 
Beowulf – Wikipédia, a enciclopédia livre 
pt.wikipedia.org/wiki/Beowulf 
 
 
73 
 
Trecho do manuscrito de Beowulf, encontrado em um mosteiro inglês 
Beowulf, o livro perdido - Portal Ciência & Vida - Filosofia ... 
leiturasdahistoria.uol.com.br/ESLH/edicoes/4/artigo70328-1.asp?o=r 
 
 
Cena da animação Beowulf em que o rei dos danos (dinamarqueses) 
Hrothgar conversa com o herói. O fato de o dragão morto por Beowulf ser 
alado, uma tradição cristã, e não a serpente tradicional dos nórdicos, gera 
discussões sobre sua real data de composição. 
Beowulf, o livro perdido - Portal Ciência & Vida - Filosofia ... 
leiturasdahistoria.uol.com.br/ESLH/edicoes/4/artigo70328-1.asp?o=r 
 
 
 
 
 
 
 
 
74 
 
SEARCHING FOR KNOWLEDGE 
 
 
 Filme de 2007 
Beowulf é um filme estadunidense de fantasia, dirigido por Robert 
Zemeckis. 
O filme é uma adaptação do poema épico anglo-saxônico Beowulf, e foi 
feito usando uma técnica especial de captura de movimento. Wikipédia 
Data de lançamento: 16 de novembro de 2007 (EUA) 
Direção: Robert Zemeckis 
Música composta por: Alan SilvestriOrçamento: 150 milhões USD 
Roteiro: Roger Avary, Neil Gaiman 
 
Personagens principais: 
Beowulf - Herói gauta (ou godo) que vive em busca de aventuras que 
imortalizem seu nome. É coroado rei dos gautas. 
Hrothgar - Rei dinamarquês cujo reino é acossado pelos monstros, 
posteriormente mortos por Beowulf. 
Hygelac - Tio de Beowulf e rei dos gautas. Ao morrer em batalha, seu reino é 
herdado por seu filho e depois por Beowulf. 
 
75 
 
Grendel - Criatura sanguinária, primeiro oponente de Beowulf. Ele ataca o salão 
de festas de Heorot sempre que ali há uma comemoração. 
Unferth - Guerreiro de Hrothgar retratado como invejoso e covarde. O oposto 
de Beowulf. 
Mãe de Grendel - Um monstro fêmea que jura vingança aos dinamarqueses ao 
ver seu filho morto por Beowulf. 
Wiglaf - O mais fiel dos guerreiros de Beowulf ajuda-o a matar o dragão. 
 
 
 
76 
 
UNIDADE 18. GEOFFREY CHAUCER – MIDDLE ENGLISH 
 
MEETING THE PROPOSED UNIT 
Objective 
Mostrar como a poesia em inglês médio no século XIV atingiu o ápice de 
toda a produção medieval com autores importantes como Geoffrey Chaucer. 
 
STUDY AND REFLECTION 
Inglês Médio é o nome dado pela linguística histórica para as formas da 
língua inglesa faladas entre 1066 e finais do século XV. 
Neste período destaca-se, entre outros, Geoffrey Chaucer que foi um escritor 
visionário, isto é, a frente de seu tempo desenvolvendo novos gêneros 
empregando o dialeto do centro sul. 
Geoffrey Chaucer foi um escritor, filósofo, cortesão e diplomata inglês. 
Embora tenha escrito muitas obras, é mais lembrado pela sua obra narrativa 
inacabada, Os Contos da Cantuária, uma das mais importantes da literatura 
inglesa medieval. 
 
SEARCHING FOR KNOWLEDGE 
Sua obra é dividida em três períodos: o francês, o italiano e o inglês. 
No inglês, último período, encontra-se sua obra máxima The Canterbury 
Tales ( Os Contos da Cantuária) com variedade rítmica em seus versos. 
A obra relata uma romaria de pregrinos juntos à cidade de Cantuária para 
visitarem o túmulo de Santo Tomás Beckett, Arcebispo de Cantuária. 
Os romeiros ao pernoitarem em uma estalagem ao Sul de Londres, contam 
histórias 
 
77 
 
 para se distarírem ocorrendo assim a apreentação de cada romeiro. Como 
prêmio o melhor narrador ganhará um jantar. Inicia-se com o conto dde um 
cavaleiro narrando um romance de cavalaria e assim por diante. 
Sendo as mais variáveis possíveis às histórias indicam o contexto que 
envolve as características do narrador e o panorama medieval da época. 
 
General Prologue 
lines 43-78: The Knight 
 
A KNYGHT ther was, and that a worthy man, 
 
That from the tyme that he first bigan 
 To ryden out, he loved chivalrie, 
 
Trouthe and honour, fredom and curteisie. 
 
Ful worthy was he in his lordes werre, 
 
And therto hadde he riden, no man ferre, 
 
As wel in cristendom as in hethenesse, 
 And evere honoured for his worthynesse. 
 
At Alisaundre he was, whan it was wonne. 
 
Ful ofte tyme he hadde the bord bigonne 
 
Aboven alle nacions in Pruce; 
 
In Lettow hadde he reysed, and in Ruce, 
 No Cristen man so ofte of his degree. 
 
In Gernade at the seege eek hadde he be 
 
Of Algezir, and riden in Belmarye. 
 
At Lyeyswas he and at Satalye, 
 
Whan they were wonne; and in the Grete See 
 At many a noble armee hadde he be. 
 
At mortal batailles hadde he been fiftene, 
 
And foughten for oure feith at Tramyssene 
 
78 
 
 
In lystes thries, and ay slayn his foo. 
 
This ilke worthy knyght hadde been also 
 Somtyme with the lord of Palatye 
 
Agayn another hethen in Turkye. 
 
And everemoore he hadde a sovereyn prys; 
 
And though that he were worthy, he was wys, 
 
And of his port as meeke as is a mayde. 
 He nevere yet no vileynye ne sayde 
 
In al his lyf unto no maner wight. 
 
He was a verray, parfit gentil knyght. 
 
But, for to tellen yow of his array, 
 
His hors were goode, but he was nat gay. 
 Of fustian he wered a gypon 
 
Al bismotered with his habergeoun, 
 
For he was late ycome from his viage, 
 
And wente for to doon his pilgrymage. 
The Knight - The Canterbury Tales 
www.librarius.com/canttran/.../genpro043-078.htm 
 
 
O Cavaleiro 
Havia um CAVALEIRO, um homem digno, 
Que sempre, tendo as armas como signo, 
Amou a lealdade e a cortesia, 
A honra e a franqueza da cavalaria. 
Nas guerras de seu amo lutou bem, 
E mais distante não andou ninguém, 
Entre os pagãos ou pela cristandade; 
E sempre honrado por sua dignidade. 
 
79 
 
Já vira Alexandria prisioneira;20 
Muitas vezes tomara a cabeceira, 
Precedendo às demais nações na Prússia; 
A Lituânia visitara, e a Rússia, 
Onde cristão tão nobre não se vira. 
Em Granada, no cerco de Algecira, 
Estivera também, e em Belmaria. 
Passou depois por Ayas e Atalia 
Quando Caíram, e no Grande Mar 
Pôde altos desembarques presenciar 
Travou lutas mortais, uma quinzena, 
E pela fé bateu-se em Tramassena, 
Em três justas, matando ao inimigo, 
A este bravo levou então consigo 
Certa vez o senhor de Palatia, 
Contra um outro pagão lá na Turquia: 
Louvores mereceu de todo lábio. 
E, além de ser valente, ele era sábio, 
Modesto qual donzela na atitude, 
Pois jamais dirigiu palavra rude, 
Em toda a vida, a estranho ou companheiro. 
Era um gentil, perfeito cavaleiro. 
Quanto à aparência, era isto que vos falo: 
Simples no traje; bom o seu cavalo. 
Via-se a grossa túnica manchada 
Pela cota de malha enferrujada, 
Pois voltava de mais uma missão, 
Saindo logo em peregrinação. (vv. 43-78) 
 
80 
 
UNIDADE 19. MODERN ENGLISH 
 
MEETING THE PROPOSED UNIT 
 
 
 
 
 
http://www.google.com.br/imgres?imgurl=http%3A%2F%2
Fecx.images-amazon.com%2 Fimages %2FI 
%2F517Qj4wvLsL._SL500_AA280_.jpg&imgrefurl=http%3A
%2F%2Fwww.amazon.com%2FModern-Englis 
 
 
Objective 
Mostrar o inglês falado desde as mudanças vogal, isto é, a mudança na 
pronúncia deste idioma na Inglaterra entre 1350 e 1700. 
 
STUDY AND REFLECTION 
Entende-se como sendo o período desde o século XVI até a atualidade. 
Este período representou a padronização e unificação da língua, com várias 
pronúncias mediante a localidade e grupo social. 
A continuidade destas mudanças introduziu alguns termos chamados de 
“ americanismos” e “africanismos”, fruto da expansão britânica. 
O “Modern English” se inicia com a Renascença com escritores inspirados 
no clássico por exemplo, Shakespeare. 
 
SEARCHING FOR KNOWLEDGE 
Era Elizabetana representa o reinado da rainha Elizabeth (1558-1603) 
sendo considerado com a era dourada da história inglesa. 
 
81 
 
Foi o ápice da renascença inglesa sobressaindo-se a poesia e a literatura 
do país. 
Na era Elizabetana vários teatros foram construídos e houve um intenso 
desenvolvimento cultural em resposta ao grande apoio dado pela rainha. 
 
INTERACTION WITH KNOWLEDGE 
Um exemplo das tragédias produzidas na época é a obra Romeu e Julieta 
( Romeo and Juliet) escrita por William Shakespeare, entre 1591 e 1595, no 
início de sua carreira. A obra relata a história de dois adolescentes cuja morte, 
de ambos, une as famílias até então rivais mortais. 
O amor representado na época é equiparado ao amor juvenil nos dias de 
hoje. 
 
 
 
 
O Último Beijo de Romeu em Julieta 
por Francesco Hayez. Óleo sobre 
tela, 1823. 
 
Origem: Wikipédia, a enciclopédia 
livre. 
(Redirecionado de Romeo and 
Juliet) 
http://pt.wikipedia.org/wiki/Ficheiro:Francesco_H
ayez_053.jpg 
 
 
 
82 
 
ROMEU E JULIETA, ATO II, Cena II 
 
O mesmo. Jardim de Capuleto. Entra Romeu. 
ROMEU - Só ri das cicatrizes quem ferida nunca sofreu no corpo. (Julieta 
aparece na janela.) 
Mas silêncio! Que luz se escoa agora da janela? Será Julieta o sol daquele 
oriente? Surge, formoso sol, e mata a lua cheia de inveja, que se mostra pálida e 
doente de tristeza, por ter visto que, como serva, és mais formosa que ela. Deixa, 
pois, de servi-la; ela é invejosa. Somente os tolos usam sua túnica de vestal, verde 
e doente; joga-a fora. Eis minha dama. Oh, sim! é o meu amor. Se ela soubesse 
disso! Ela fala; contudo, não diz nada. Que importa? Com o olhar está falando. 
Vou responder-lhe. Não; sou muito ousado; não se dirige a mim: duas estrelas do 
céu, as mais formosas, tendo tido qualquer ocupação, aos olhos dela pediram que 
brilhassem nas esferas, até que elas voltassem. Que se dera se ficassem lá no alto 
os olhos dela, e na sua cabeça os dois luzeiros? Suas faces deixariam corridas as 
estrelas, como o dia faz com a luz das candeias, e seus olhos tamanha luz no céu 
espalhariam, que os pássaros, despertos, cantariam. Vede como ela apoia o rosto 
à mão. Ah! se eu fosse uma luva dessa mão, para poder tocar naquela face! 
JULIETA - Ai de mim! 
ROMEU - Oh, falou! Fala de novo, anjo brilhante, porque és tão glorioso 
para esta noite, sobre a minha fronte, como o emissário alado das alturas ser 
poderia para os olhos brancos e revirados dos mortais atônitos, que, para vê-lo, se 
reviram, quando montado passa nas ociosas nuvens e veleja no seio do ar sereno. 
JULIETA - Romeu, Romeu! Ah! Por que és tu Romeu? Renega o pai, 
despoja-te do nome; ou então, se não quiseres, jura ao menos que amor me tens, 
porque uma Capuleto deixarei de ser logo. 
ROMEU (à parte) - Continuo ouvindo-a mais um pouco, ou lhe respondo? 
 
83 
 
JULIETA - Meu inimigo é apenas o teu nome. Continuarias sendo o que és, 
se acaso Montecchio tu não fosses. Que é Montecchio? Não será mão, nem pé, 
nem braço ou rosto, nem parte alguma que pertença ao corpo. Sê outro nome. 
Que há num simples nome? O que chamamos rosa, sob uma outra designação 
teria igual perfume. Assim Romeu, se não tivesse o nome de Romeu, conservara a 
tão preciosa perfeição que dele é sem esse título. Romeu, risca teu nome, e, em 
troca dele, que não é parte alguma de ti mesmo, fica comigo inteira. 
ROMEU - Sim, aceito tua palavra. Dá-me o nome apenas de amor, que 
ficarei rebatizado. De agora em diante não serei Romeu. 
 
 
 
84 
 
UNIDADE 20. WILLIAM SHAKESPEARE 
 
MEETING THE PROPOSED UNIT 
Objective 
Apresentar alguns dados sobra a vida e obra de William Shakespeare; a 
importância de alguma obras com ênfase na obra Hamlet. 
 
STUDY AND REFLECTION 
 
William Shakespeare 
 
William Shakespeare foi um poeta Inglês, dramaturgo e ator, 
amplamente considerado como o maior escritor do idioma Inglês e dramaturgo 
preeminente do mundo. Ele é muitas vezes chamado de poeta nacional da 
Inglaterra e do "Bard of Avon". 
Data de Nascimento: 26 de abril de 1564, Stratford-upon-Avon, Reino 
Unido. 
Morreu: 23 de abril de 1616, Stratford- upon- Avon, Reino Unido. 
 
William Shakespeare - Wikipedia, the free encyclopedia 
en.wikipedia.org/wiki/ William_Shakespeare 
 
85 
 
SEARCHING FOR KNOWLEDGE 
Shakespeare escrevia sabendo o que queria da vida e escrevia para ser 
rico e comprar propriedades, terras e talvez receber o título de cavalheiro. A 
tarefa de escrever, para Shakespeare, era fácil, pois recebera boa educação 
dispunha de um talento verbal expressivo. 
O teatro era o mais importante para Shakespeare. As obras Hamlet e 
Macbeth. Algumas obras deixavamalgumas perguntas para reflexão como “Por 
que algumas heroínas passaram a usar roupa de rapazes e se sentiam 
confortáveis vestidas assim?” 
Os cenários de Shakespeare eram considerados cinematográficos pelas 
rápidas mudanças de cena. A palavra tinha um grande peso e as falas brincavam 
com as palavras e os sons. 
 
 
 
 
 
 
 
 
https://www.google.com.br/#q=hamlet/imagens 
 
 
William Shakespeare 
To be, or not to be (from Hamlet 3/1) 
To be, or not to be: that is the question: 
Whether 'tis nobler in the mind to suffer 
The slings and arrows of outrageous fortune, 
Or to take arms against a sea of troubles, 
And by opposing end them? To die: to sleep; 
No more; and by a sleep to say we end 
 
86 
 
The heart-ache and the thousand natural shocks 
That flesh is heir to, 'tis a consummation 
Devoutly to be wish'd. To die, to sleep; 
 
Hamlet - Wikipedia, the free encyclopedia 
en.wikipedia.org/wiki/Hamlet 
 
"Ser ou não ser, eis a questão: será mais nobre 
Em nosso espírito sofrer pedras e setas 
Com que a Fortuna, enfurecida, nos alveja, 
Ou insurgir-nos contra um mar de provocações 
E em luta pôr-lhes fim? Morrer.. dormir: não mais. 
Dizer que rematamos com um sono a angústia 
E as mil pelejas naturais-herança do homem: 
Morrer para dormir... é uma consumação 
Que bem merece e desejamos com fervor [...]"[82] 
 
82-↑ Hamlet, 3.1.108 
Hamlet – Wikipédia, a enciclopédia livre 
pt.wikipedia.org/wiki/Hamlet 
 
De todas as obras escritas por Willim Skakespeare Hamlet foi a mais se 
esquecerá, pois surgiu na sua maturidade de escritor. 
Este fase se deu no período jacobita, iniciado pela revolução de 1688 que 
levou ao trono Jaime II da casa dos Stuart. 
Com a morte da raínha Elizabeth I e a união dos dois reinos feita por 
Jaime VI da Escócia, ocorreram várias fatos, dentre eles o fato de Shakespeare 
se tornar um Camareiro Real. 
 
87 
 
Shakespeare retirou-se para sua casa em Strarforf em 1610, onde 
escreveu suas duas últimas cómédias Conto de inverno e A tempestade. 
 
 
 
 
 
 
 
 
 
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atic.fnacstatic.com%2Fmultimedia%2FImages%2FPT%2FNR%2
Fc8%2F3b%2F00%2F15304%2F1507-
1.jpg&imgrefurl=http%3A%2F%2Fwww.fnac.pt%2FO-Conto-
de-Inverno-William 
 
 
Av. Ernani Lacerda de Oliveira, 100
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