Contextualization

The classroom is a space for learning and interaction that has significant elements for the student's daily experience. Each object, from the chair to the blackboard, has a name and a purpose. Knowing these elements in English enables the acquisition of useful vocabulary not only for school life but also in global contexts, as English is a lingua franca in many international spaces.

In our daily lives, we use many words and expressions in English, often without realizing it. This is due to the popularization and globalization of the English language, which is used in various contexts such as technology, business, tourism, and even in our leisure time, when listening to music, watching movies, and series.

Introduction

The 'Classroom Elements' encompass from basic vocabulary to art and culture, passing through the grammar and phonology of English. The purpose of this project is to study these elements in order to deepen the knowledge of the English language, as well as to develop teamwork skills, problem-solving, and creative thinking.

The English language is a fundamental tool for the job market and for integration into an increasingly globalized world. In Brazil, English is increasingly required in elementary and high school education, as well as being a requirement in many job positions. Therefore, mastering this language is essential for the academic and professional development of students.

In this sense, the 'Classroom Elements' project aims to develop mastery of the specific terminology of the classroom, as well as knowledge about American and British culture and society, which have significant differences between themselves and in relation to our Brazilian reality.

Practical Activity

Activity Title: 'Recreating the Classroom in English'

Project Objective:

Develop knowledge of English terminology related to classroom elements and practice teamwork, communication, time management, and creativity skills.

Project Description:

In this project, groups of 3 to 5 students will be tasked with recreating the classroom in a model, but all elements and notes must be named in English. In addition, each group must create a script for a fictional class that would take place in this classroom, also in English.

The project will be divided into three phases of work:

1. Research Phase: Students will investigate the names in English of the various objects found in a classroom, as well as explore common situations in a school environment to develop the script.

2. Construction Phase: Groups will create a model, correctly labeling the names of the classroom elements in English.

3. Presentation Phase: Students will present the model and perform the script of the fictional class for the class.

Required Materials:

1. Stationery materials (paper, pencils, glue, colored pens, blunt scissors, etc.)
2. Cardboard or paperboard for the model base.
3. Recyclable materials for the construction of the model elements.
4. Books and/or online resources for research.
5. Internet access.

Step by Step:

1. Form groups of 3 to 5 students.

2. Each group should start their research on classroom elements in English.

3. Based on their research, each group will create a sketch for the model and for the script of the fictional class.

4. Subsequently, they will start building the model, ensuring that all elements are correctly named in English.

5. While one subgroup works on the model, another subgroup can work on the script of the fictional class.

6. Once the model and script are completed, students prepare for the presentation.

7. Each group will make a presentation to the class, explaining their model and performing the enactment of the fictional class.

Project Deliverables:

1. The Model: Represents a classroom and must have all elements named in English.

2. The Script: Should detail a fictional class that would take place in the classroom represented in the model. It must be in English and contain common interactions in a classroom environment.

3. The Presentation: The group must present the model and perform the script for the class, demonstrating the knowledge acquired in the research and construction of the project.

4. Project Report: Each group must provide a written report in Portuguese that includes an introduction, development, conclusions, and bibliography used. This report should discuss the research conducted, the process of building the model, the creation of the script, the difficulties encountered, the solutions found, and the conclusions drawn from the project. The report should be clear, detailed, and should show how the classroom elements were learned and used during the project.