Austin Powers: Tell us about your childhood.

In this clip from the 1997 move ‘Austin Powers: International Man of Mystery,’ Mike Myers plays Doctor Evil describing his childhood to a therapy group.

Dr. Evil (Mike Myers)

Actually, the boy’s quite astute. I really am trying to kill him, but so far unsuccessfully. He’s quite wily, like his old man.

Scott: This is what I’m talking about.

Therapist: OK. Well, we’ve heard from you, Scott. Now you, tell us a little about yourself.

Dr. Evil: The details of my life are quite inconsequential.

Therapist: Oh no, please please. Let’s hear about your childhood.

Group: Yeah, Come on! Of course, Please! etc.

Dr. Evil: Very well, where do I begin? My father was a relentlessly self-improving boulangerie owner from Belgium with low grade narcolepsy and a penchant for buggery. My mother was a fifteen year-old French prostitute named Chloe with webbed feet.

My father would womanize, he would drink. He would make outrageous claims like he invented the question mark. Sometimes, he would accuse chestnuts of being lazy. The sort of general malaise that only the genius possess and the insane lament.

My childhood was typical. Summers in Rangoon, luge lessons. In the spring, we’d make meat helmets.

When I was insolent, I was placed in a burlap bag and beaten with reeds – pretty standard, really. At the age of twelve, I received my first scribe.

At the age of fourteen, a Zoroastrian named Vilma ritualistically shaved my testicles. At the age of 18, I went off to evil medical school. At the age of 25, I took up tap dancing. I wanted to be a quadruple threat — an actor, dancer…

Therapist: You know, we have to stop….

Queen Elizabeth II: Diamond Jubilee Speech, Westminster, March 2012.

This great institution has been at the heart of the country and the lives of our people throughout its history. As Parliamentarians, you share with your forebears a fundamental role in the laws and decisions of your own age.

Parliament has survived as an unshakeable cornerstone of our constitution and our way of life.

History links monarchs and Parliament, a connecting thread from one period to the next. So, in an era when the regular, worthy rhythm of life is less eye-catching than doing something extraordinary, I am reassured that I am merely the second Sovereign to celebrate a Diamond Jubilee.

As today, it was my privilege to address you during my Silver and Golden Jubilees. Many of you were present ten years ago and some of you will recall the occasion in 1977. Since my Accession, I have been a regular visitor to the Palace of Westminster and, at the last count, have had the pleasurable duty of treating with twelve Prime Ministers.

Over such a period, one can observe that the experience of venerable old age can be a mighty guide but not a prerequisite for success in public office. I am therefore very pleased to be addressing many younger Parliamentarians and also those bringing such a wide range of background and experience to your vital, national work.

During these years as your Queen, the support of my family has, across the generations, been beyond measure. Prince Philip is, I believe, well-known for declining compliments of any kind. But throughout he has been a constant strength and guide. He and I are very proud and grateful that The Prince of Wales and other members of our family are travelling on my behalf in this Diamond Jubilee year to visit all the Commonwealth Realms and a number of other Commonwealth countries.

These overseas tours are a reminder of our close affinity with the Commonwealth, encompassing about one-third of the world’s population. My own association with the Commonwealth has taught me that the most important contact between nations is usually contact between its peoples. An organisation dedicated to certain values, the Commonwealth has flourished and grown by successfully promoting and protecting that contact.

At home, Prince Philip and I will be visiting towns and cities up and down the land. It is my sincere hope that the Diamond Jubilee will be an opportunity for people to come together in a spirit of neighbourliness and celebration of their own communities.

We also hope to celebrate the professional and voluntary service given by millions of people across the country who are working for the public good. They are a source of vital support to the welfare and wellbeing of others, often unseen or overlooked.

And as we reflect upon public service, let us again be mindful of the remarkable sacrifice and courage of our Armed Forces. Much may indeed have changed these past sixty years but the valour of those who risk their lives for the defence and freedom of us all remains undimmed.

The happy relationship I have enjoyed with Parliament has extended well beyond the more than three and a half thousand Bills I have signed into law. I am therefore very touched by the magnificent gift before me, generously subscribed by many of you. Should this beautiful window cause just a little extra colour to shine down upon this ancient place, I should gladly settle for that.

We are reminded here of our past, of the continuity of our national story and the virtues of resilience, ingenuity and tolerance which created it. I have been privileged to witness some of that history and, with the support of my family, rededicate myself to the service of our great country and its people now and in the years to come.

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Vídeos para aulas.

Muitos reclamam que a programação da TV é ruim e não tem nada para oferecer aos nossos alunos. Acredito que seja mais uma questão de pesquisar e procurar material adequado para oferecer. Nossas aulas podem ser muito melhores se trabalharmos em equipe.

Essa série de vídeos produzidos pela BBC pode ser utilizada por professores das disciplinas de Língua Inglesa, História e até Geografia.  

São cinco vídeos sobre a jornada humana para a ocupação do nosso planeta Terra.

BBC   The Incredible Human Journey  1 of 5  Out of Africa:

BBC  The Incredible Human Journey   2of 5   Asia:

BBC   The Incredible Human Journey   episódio 3   Europe:

BBC   The Incredible Human Journey   Australia:

BBCTheIncredibleHumanJourney5of5TheAmericas:

Não existe a necessidade de passar todos os vídeos nas aulas, pois não teríamos tempo suficiente para passar tudo. Sugiro que seja feita uma seleção do material que poderia ser usado para integrar as disciplinas acima mencionadas.

São vídeos com matérias excelentes e é o tipo do material que o professor precisa ter em casa.

Nessa série, as legendas (em português) estão embutidas.

Atividades com vídeos: Charlie and the Chocolate Factory.

Acabei achando esse blog simplesmente sensacional para professores de inglês. Trata-se do blog do professor Claudio Azevedo. Muito bom mesmo. Resolvi publicar aqui no Portal Da língua Inglesa somente para divulgar o trabalho do professor já citado e ajudar aos meus colegas de profissão a encontrar mais material para auxilio nas aulas.

I. Watch the movie segment and make a list of 4 inappropriate behaviors these children have. Observe both  Veruca and Augustus to come up with sentences.

Faça o download do filme >>> aqui LINK <<<

VERUCA:

1 ............................................................

2. ...........................................................

3. ...........................................................

4. ...........................................................

AUGUSTUS:

1. ............................................................

2. ............................................................

3. ............................................................

4. ...........................................................

II. Rewrite your sentences above, using modals for advice.

III. Imagine you are supposed to give these children's parents advice. Pair up with a partner. One of you is Veruca's mother and the other one is Augustus' s mother. Role play a situation, giving each other advice for better behavior.

TRABALHANDO COM VÍDEOS NAS AULAS DE LÍNGUA INGLESA.

Mesmo quando planejamos as aulas de forma bem feita, sempre temos a impressão de que faltou algo mais. Pensando nisso, procuro variar o máximo possível e usar todos os recursos disponíveis naquela aula ou durante a semana (Preciso lembrar aqui que minhas aulas têm duração de duas horas em cada turma, dez horas por semana em cada turma e 180 horas por semestre, ou seja, 90 dias). Com tudo isso, temos dois lados: o bom e o ruim.

Como assim? O lado bom: Temos tempo de sobra para refazer uma aula ou outra que não deu certo. Podemos repensar a forma como abordar o mesmo conteúdo, mas de maneira diferente, caso não tenha funcionado conforme o planejado, na primeira vez. O lado ruim é que corremos o perigo de ter os nossos recursos (jogos, dinâmicas, canções, vídeos etc) esgotados. Pensando nessa possibilidade, resolvi compartilhar com você, professor de inglês que está lendo essa postagem agora, essa atividade que fiz no nível pré-intermediário.

Trata-se de uma atividade baseada em uma parte de um dos episódios da série americana FRIENDS.

EPISÓDIO: THE ONE WITH THE BALLROOM DANCING – AT THE GYM. Quarta temporada – episodio 4.

PRIMEIRO PASSO: Passe esse vídeo acima uma vez e peça para que os alunos apenas assistam ao mesmo. Depois, tente fazer com que eles digam o que está acontecendo naquele momento. Qual a situação (lembre-se de apresentar os personagens ROSS e CHANDLER primeiro).

SEGUNDO PASSO: Antes de assistir o vídeo pela segunda vez e faça as seguintes perguntas:

1.   Do you like sports?

2.   What kind of sports do you like?

3.   Do you like going to the gym?

4.   If so, how often do you go?

5.   Do you practice any other sports besides going to the gym?

6.   Have you ever quit any sports you started? Why?

Essas perguntas devem ajudar a entender o que está acontecendo no vídeo. Claro que o vocabulário deve ser trabalhando antes de voltar a ver o vídeo e o professor pode acrescentar mais perguntas.

Passe o vídeo mais uma vez.

TERCEIRO PASSO: Depois de ver o vídeo mais uma vez, peça para que os alunos respondam com VERDADEIRO ou FALSO:

[   ] Chandler and Ross are members of the gym.

[   ] The gym is the worst equipped gym in New York City.

[   ] Chandler thinks it is easy to quit the gym.

[   ] Ross doesn’t want to join the gym.

[   ] Ross is easily influenced to become a member of the gym.

QUARTO PASSO: Peça para que os alunos assistam mais uma vez e tente obter feedback dos mesmos. Peça para que digam suas impressões do vídeo (se foi de difícil compreensão mesmo assistindo várias vezes, se à medida que assistiam cada vez mais, ficava mais fácil de entender etc).

Para níveis mais avançados ou caso a turma tenha vocabulário, faça as seguintes perguntas:

1.   Are you a quitter?

2.   What important things have you quit in your life?

3.   Is there a right moment to quit things?

Por fim, assistir ao episodio todo (duração de mais ou menos 24 minutos) poderia ser uma boa forma de encerrar a atividade. Nesse estágio, os alunos não teriam mais que fazer nenhuma atividade controlada, cabendo aos mesmos apenas assistir, “sem compromisso”, ao episódio todo para ter contato com o “inglês real” do seriado. Depois o professor poderia fazer algumas perguntas simples e passar para a próxima parte da sua aula. 

Temos mais atividades para compartilhar, mas a próxima somente será postada aqui no blog quando o mesmo estiver com 300 curtidas no Facebook. Se você gostaria de ver mais atividades, curta nossa página clicando na imagem acima.

Veja agora uma versão estendida e com legendas do mesmo episódio:

http://www.youtube.com/watch?v=oh8PFs0LTKc

PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.

In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.

Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!

Did you spot a typo?

Do you have any tips or examples to improve this page?

Do you disagree with something on this page?

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Learning English using videos: The Brixton Pound.

Young black woman (Standard British/London accent):

I will definitely be spending the Brixton Pound!

Young black man (African accent):

Yes, for the first time, Brixton is going to have its own currency.

Young Sikh man (Standard British accent):

It’s a good idea.

White woman (Standard British accent):

Yes, I have heard about the Brixton Pound.

Tim Nichols (Standard American accent):

The Brixton Pound works like this: somebody will go into an issuing point, they will exchange pounds sterling for Brixton Pounds, they will then take those Brixton Pounds to a local shop, or to any place that they can find that’s a local independent supplier that accepts the Brixton Pounds, and use that money to pay for their goods, their services.

Rosie Lovell (Standard British accent):

I’d really like to use the Brixton Pound because I think that it’s really important to invest in your own community.

Blacker Dread (West Indian accent):

And we’ll accept it, as part and parcel of the day-to-day spending and the usage of money. 

Tim Nichols:

This is the first local currency in an urban setting. The goal is to create a… as liquid an economy… a local economy as possible. Currently, we have about 55 businesses on board. Businesses can give it as change, they can give it to their employees, if they wanted to pay them part of their wages, pay some of their local suppliers, if they do source things locally, or if they get services like plumbing from one of the local suppliers. If they need to, they can go back to an issuing point and exchange it back for pounds sterling. 

Rosie Lovell:

Having a Brixton Pound, it could really encourage people that live locally to spend their money locally, and the more good businesses that are independent that we have, in a community, the happier it is. 

Blacker Dread:

A lot of people earn good money and then they take it to the West End and it never circulates and comes back to Brixton. 

Tim Nichols:

If you go and spend 10 pounds sterling at a… at a company like Tescos, only about 10 per cent of any money that you spend in there is going to stay within the community. The reason that we want the money to stay within Brixton is to help preserve local jobs, help strengthen the local economy. The more diverse that a High Street is, with local businesses, the more resilient we are, as of escaping corporate supply chains, or international supply chains.

Rosie Lovell:

It’s really important to me that people that live in the area are putting back into the area.

Blacker Dread:

It’s changing Brixton from being infamous to famous.

Interchange Video Program.

The Interchange Video Program has been fully updated and features one video per unit in every level of the course, totaling 64 brand new segments. 

THE VIDEOS:

·         Are based on the language and vocabulary presented in each unit of the Student's Book.

·         Provide students with realistic language exposure plus additional listening and speaking practice.

·         Are presented in entertaining, free-standing sequences from a variety of genres such as: amateur content YouTube-style videos, documentaries, humorous skits, interviews, travelogues, and TV programs.

Each level of the Interchange Video Program comes on a DVD containing 16 video segments for in-class viewing. A video for each unit reinforces and extends the unit's topic and language presented in the Student’s Book. It can also be used independently as the basis for a short listening and speaking course. The videos present a broad range of English-speaking cultures and regions around the world.

INTERCHANGE (LINK)

Interchange Third Edition - Intro Level Unit 2 DVD Clip:

Vídeo: O que pensam os alunos?

Ouvir o que os alunos têm a dizer pode ser uma ótima forma de manter um relacionamento professor-aluno bem saudável. Nesse vídeo, procuramos apenas ouvir quais são as concepções dos alunos sem discordar ou concordar com o discurso deles, delas nesse caso. Como eram muitos vídeos, colocaremos gradualmente em outras postagens.  

A ideia era ouvir o que eles têm a dizer sobre algumas perguntas mais frequentes em relação ao ensino/aprendizagem de língua inglesa.

PERGUNTAS:

Qual a importância de saber inglês?

O que você espera de um curso de inglês?

O que você espera de um professor de inglês?

Qual a sua opinião em relação os testes de língua inglesa?

Confiram o vídeo e deixem suas opiniões nos comentários aqui do blog. Sigam o blog e receba dicas e muito mais no seu e-mail.