CATHOLIC UNIVERSITY OF MOZAMBIQUE

DISTANCE EDUCATION INSTITUTE

ENGLISH CHAIR WORK

ADÃO MARQUES TORO/708224831

COURSE: DEGREE IN PHYSICAL EDUCATION TEACHING

CHAIR: ENGLISH

BORDER, OCTOBER

2022

CATHOLIC UNIVERSITY OF MOZAMBIQUE

1
 DISTANCE EDUCATION INSTITUTE

SECOND ENGLISH WORK

ADÃO MARQUES TORO/708224831

COURSE: DEGREE IN PHYSICAL EDUCATION TEACHING

CHAIR: ENGLISH

TUTOR: DR.

BORDER, OCTOBER

2022

Index

Introduction----------------------------------------------------------------------------------------------------1

Research Objectives-------------------------------------------------------------------------------------------
2
2
Specific Objectives----------------------------------------------- --------------------------------------------2

General Purpose-----------------------------------------------------------------------------------------------2

Research methodology----------------------------------------------------------------------------------------
2

SECTION I-----------------------------------------------------------------------------------------------------3

SECTION II----------------------------------------------------------------------------------------------------4

SECTION III---------------------------------------------------------------------------------------------------5

Conclusion-----------------------------------------------------------------------------------------------------6

Bibliography---------------------------------------------------------------------------------------------------7

Introduction

This English assignment is a resolution of exercises proposed by the teacher or tutor of the
subject in question. Learning the English language must contribute to the educational process as
a whole, providing greater awareness of the functioning of the mother tongue and of our own

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culture, and the school must be the space for the socialization of knowledge, making our students
critical, active citizens and connoisseurs of the spaces in which they are inserted. In this way, this
project, characterized by the theme of transversal themes in the teaching-learning process of
English, aimed to work on the importance of the theme of Afro-descendant culture, through
interdisciplinarity.

Teaching English at school has become increasingly important. After all, mastering this language
can bring many benefits and opportunities for a lifetime, especially for those who start to study it
at an early age. In addition, the ability to communicate through this foreign language is already
in high demand in the job market today and the trend is that it will be even more valued over
time. Therefore, it is essential that parents make it possible for their children to learn this
language so that they are better prepared for the future throughout their school life. However,
given the various possibilities of studying the English language, it can be difficult to decide
which option is most suitable for children and adolescents. Currently, in this 21st century,
speaking more than one language is essential for anyone, especially English, which has become
fundamental both in the corporate world and in everyday life. In the fast-paced and globalized
world we live in, English is one of the most used languages in social communication. So, you
have no escape, the English language is in everything we consume and in all our relationships,
whether personal, professional or academic. In addition, learning English provides the university
with several opportunities within the university itself.

You will also miss English for exchanges, travel, and even for postgraduate and masters studies.
Of course, learning English is essential. The English language is fundamental in different
aspects; having English as a second language opens many doors. Starting at the door of the job
market, with English, you can work in different parts of the world especially in countries where
English is the official language.

General objective

 Know the grammar rules of the English language

Specific objectives

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  Fill in the blanks with the correct words
 Identify grammatically correct words
 Match the words

Research methodology

Methods

Bibliographic: it was useful as it allowed the collection of information available in printed books
and on the internet about word classes

As for the approach

As for the approach or focus, the research followed a qualitative approach. Because it was based
on a logical argumentation of ideas. According to Vilelas (2009), qualitative research is the way
of studying society that focuses on the way people interpret and give meaning to or privilege
their experiences, and the world in which they live. Therefore, according to this approach, the
study is based on the interpretation of phenomena. Therefore, qualitative research implies the use
of values, beliefs, representations, habits, attitudes and opinions and serves to explain situations
referring to a certain group.

SECTION I

1-A

2-D

5
 3-C

4-C

5-A

6-D

SECTION II

1-D

2-A

6
 3-B

4-C

5-B

6-A

7-B

8-A

9-C

10-C

SECTION III

1-B

2-G

7
 3-A

4-H

5-F

6-C

7-E

8-D

Conclusion

Many studies carried out in countries where English is the official language show that people
who can speak and write English get better jobs and are also better paid compared to people who
cannot speak English. Teaching a foreign language requires attention and awareness of several
factors such as: student's age, educational context, teaching purposes, teaching materials, forms
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of assessment, teaching approaches, etc. (MULIK, 2011). These are just some of the many
factors that come into play in teaching practice. The school must strive to keep up with the
changes, teachers tend to make use of novelties to attract their audience and society contributes
to making teaching increasingly interesting to the student. In this regard, Perrenoud (2000,
p.139) emphasizes: “New technologies can reinforce the contribution of contemporary
pedagogical and didactic works, as they allow the creation of rich, complex and diversified
learning situations that will help in the formation of students.” Working with a discipline that is
not always present, or rather, that is not always perceived by students, requires greater attention.
At first, it is necessary for the teacher to show what status the language is in and its importance
for the insertion in the technology and information society so that, in this way, students begin to
understand the objectives of learning this language. The teaching of the English language points
us to a challenge of building principles and thinking about the methodological didactic processes
that actually build knowledge, where it can be interconnected with their social experience.

The expansion of the English language began with the Industrial Revolution and the colonization
process of many countries in the Americas, Asia, Africa and Oceania. Although the conditions
for establishing English as an international language were implemented by Great Britain, the
emergence of the United States as a superpower in the mid-20th century ensured the
consolidation of this language as a global language. English is spoken as a first language in the
United States, Great Britain, Canada, Ireland, Australia, New Zealand, South Africa and several
Caribbean countries. The phenomenon of the growing globalization of the world and the
consequent need for an efficient language of communication has made the English language
fundamental throughout the world. It is the international language of travel and business. It is the
language of world communication.

References

BAKHTIN, Mikhail Mikhailovich. Marxism and the philosophy of language. São Paulo:
Hucitec, 1988.

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BAKHTIN, Mikhail Mikhailovich. Aesthetics of verbal creation. 4.ed.São Paulo: Martins
Fontes, 2003, p. 261-306

BRAZIL. Secretary of Elementary Education. National Curricular Parameters: third and fourth
cycles: presentation of transversal themes/ Secretary of Fundamental Education Brasília:
MEC/SEF, 1998. CHAUÍ, Marilena. What is ideology? In: LIMA, Diogenes Cândido.
(orgn).English Language Teaching and Learning: Conversations with Experts. São Paulo:
Parabola Editorial, 2009. p. 83.

CHAUI, Marilena. What is ideology? São Paulo: Brasiliense, 2006 MEURER, José Luiz;
ROTH, Désirée Motta (Orgs). Textual genres. Bauru, SP: Editora EDUSC, 2002.

PALLÚ, Nelza Mara. What English do we use and teach?: Teachers' reinterpretations of the
teaching and learning process of contemporary English. Curitiba, 2013.

PARANA. Secretary of State for Education. Superintendence of Education. Curriculum

Guidelines for Basic Education: Modern Foreign Language. Curitiba: SEED, 2008.

COSTA, Marcelo Baccarin. Globetrekker: English for High School. Sao Paulo: Macmillan,
2010.

FERRARI, Mariza Tiemann, Sara Giersztel Rubin. English: single volume for high school. Sao
Paulo: Scipione, 2003.

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