PRODUCAO ORAL EM LINGUA INGLESA PRACTICUM 2, ADRIELLY E LAURA final

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PRODUÇÃO ORAL EM LÍNGUA INGLESA
PROFESSOR: FLÁVIA CUNHA
STUDENTS: ADRIELLY FERREIRA AND LAURA AZEVEDO
PRACTICUM 2
The emphasis of the activity is present in the grammatical structure of languages, from orality to repetition; the format of the classes dealt with a lot of oral repetition, using the vocabulary necessary to reproduce structures based on models provided by the teacher. who must perceive learning as a formation of habits, which implies a focus on a stimulus to obtain a particular response, which in turn must be positively reinforced so that it is consolidated as a habit. 
It is known that a language is, firstly, a matter of speech and only later a question of writing. For this reason, oral practice is essential in language teaching. Through repetition, people have the opportunity to produce new sounds (the “aspirated th” of English, for example), improving the pronunciation, the intonation of the content presented.
It would be interesting to prepare a series of drills (repetition, substitution and transformation) designed to give beginning students some practice with this structure. In this activity we decided to practice (verb to be in the past) using the following activity. 
Teacher: I WAS hungry two hours ago. 
Teacher: Sophie.
Students: Sophie WAS hungry two hours ago.
Teacher: Tom and Bob WERE bored at the party.
Teacher: Mary and Jane. (negative)
Students: Mary and Jane WEREN’T bored at the party.
Teacher: My cat WAS hungry.
Teacher: My cats.
Student: My cats WERE hungry. 
Teacher: The concert WAS amazing.
Teacher: The film. (negative)
Students: The film WASN’T amazing. 
Teacher: They WERE good students.
Teacher: She (negative)
Students: She WASN’T a good student.