Starting over, part 3 – Using Songs in the Language Classroom

Here is the third installment in my Starting Over series, this personal quest of mine to make my classes more varied, more fun and more interesting, with the commendable objective of motivating my students and, perhaps a tad less commendably, in turn motivating myself again after so many years in the area. (It’s been working so far!) – You can read the other articles here on this blog (have a look at the articles published in April and May 2012) or by visiting my own blog, www.higorcavalcante.com.

This month I want to talk about one of the most obvious topics in the business when it comes to adding variety to a teacher’s class: music. Nevertheless, it’s funny how sometimes the obvious can be the thing we have most difficulty to see clearly, and in the particular case of music in the classroom, it’s truly remarkable how poorly we commonly use such an incredibly powerful tool – there’s much more to music in the class than gap filling!

 

Why music in the classroom?

 

There are several reasons why using music in our classes is an incredible tool, perhaps the most important of which being the fact that students – everyone, really! – love music! Therefore, as Jeremy Harmer says, music works as a “connection between the world of leisure and the world of learning”.  There are many other reasons, though:

-       It exposes students to authentic English and assorted accents;

-       It raises awareness of several pronunciation features, such as connected speech, intonation and rhythm;

-       Music is memorable. Songs ‘stick’ in the head, as “they work on our short and long-term memory” (Tim Murphey). I personally still remember learning the form of the second conditional in English in a song class listening to Eric Clapton’s Tears in Heaven!

-       Music is highly motivating! It is therefore fun and can change (for the better!) the atmosphere in the class.

 

How often to use songs in the classroom

 

I really don’t believe in a magic number, as it were. I would s ay, however, that twice a month, thinking of a regular semester-long, two-classes-a-week, thirty-to-forty-classes-per-term course, sounds like often enough.

Using music too much, however, can be just as harmful as not using it enough or at all. The overuse of any of the tools available to us will invariably result in boredom, not to mention the fact that students – especially adults – might confuse the overuse of music with lack of planning or of focus on our part.

 

How to use music in the classroom

 

As I said before, there is much more to song activities than gap filling. There is, of course, nothing wrong with gap-filling as such, but since the goal here is variety, it is perhaps a good idea to try different forms of exploring music in the classroom as well.

-       Gap filling: If you really must work with gap filling, you can gap all examples of a certain part of speech, e.g. all the verbs or nouns or –ing adjectives etc., and maybe even give students a few minutes to predict the words for each gap (and/or their parts of speech) before listening to the song.

-       Lyrics in jumbled order: Cut up the lyrics of a song into slips of paper and, before listening to the song, give students a chance to try and put it in order. Listen to the song to check

-       Find and replace the incorrect words: ‘Make mistakes’ in the lyrics of a song and tell students they have to find them as they listen to the song, and substitute the incorrect words for those actually sung.

-       Create alternative chorus / lyrics / add verses: We can ask students to write an alternative chorus for a song and then sing it to the original melody! They can simply think of one or two verses which can be added to the original song as well (E.g. In the song Ironic, by Alanis Morissette, they can try and think of two more ironic ideas which could be added to the song – so their new ideas should rhyme and fit the original melody as well.)

-       Warm-up activities:

  • Words on the board: Write several words (maybe all the content words) from a song’s lyrics all over the board. Divide students into two groups and have them choose a group ‘secretary’. Give them one minute to look at the words on the board and try to memorize them. Tell them that as they listen to the song, the group secretaries must circle the words as they’re sung (others in the group can help by pointing the words). Pause the song every minute or so for a change of  ‘secretaries’. The winner is the group which has circled most words by the end of the song. (It’s important the song is not very repetitive for you to make the most of this activity. I suggest, for example, Garth Brooks’s Standing Outside the Fire or Jason Mraz’s Lucky. For more basic levels, also Louis Armstrong’s or Ramones’ What a Wonderful World)
  • Hello, Goodbye: To this day, still my favorite warm-up activity ever. Divide students into group 1 and 2. Students in group 1 should stand up or sit down every time they hear the words yes, stop, goodbye, high and why; group 2 should do the same when they hear the words no, go, hello, low and I don’t know. Play The Beatles’ Hello, Goodbye and have fun!

-       Bingo: Board 15 to 20 words from a song on the board and give students bingo charts. Have them choose 9 (or 6) words and fill their charts with them. Play the song and the winner is the student who first crosses out all words from his/her chart and shouts bingo!

-       Words stuck on the wall: Similarly to words on the board above, get all the content words from a song and write them on slips of paper. Stick these slips on the four walls of the classroom. As students listen to the song, they must run around the class collecting as many words as they can, the winner being the student with most words by the end of the song.

-       Karaoke: Honestly, this is the only activity here I haven’t tried in my classes, but being a fan of karaoke myself – and having several friends who won’t pass up a chance of making complete fools of themselves by singing Eternal Flame at the top of their lungs in karaoke bars – I’m sure end-of-semester and Secret Santa festivities would be positively affected by a karaoke competition!

That’s it for now then! Next month I’ll write about using video activities in the classroom, so stay tuned!

Please send me a few ideas of music activities you have used in your classes successfully and I’ll share them all on my blog for teachers all over to use them. Please send along with the activities your name and email address so that people can get in touch with you. Finally, I’ll also be posting some of the song activities I’ve devised over the years on my blog in the next few weeks, so feel free to download those as well.

Enjoy the remaining days of your vacation and have a brilliant second semester! Cheers!

This post was published on http://www.blogdadisal.blogspot.com on July 20, 2012.

Blog da Disal, May 2012 – Starting Over, part 2: Lesson Planning

Last month I wrote a rather… different post here. It talked basically about how I’d been a bit demotivated with the whole teaching thing, and how important it was for me to turn things around and find that spark again, that curiosity again, that fun again.

I asked you people to help out, to send in ideas and share with me – and everyone else really – what it is that you do to make sure that your classes are always fresh, always motivating for your students and, maybe even more importantly, for you. I’m very thankful to all of you who did, and the amount of emails and replies (both here and on my blog) I received was really humbling, and I’m amazed at the difference this new project of mine has made for me already, and it has only been a month. I hope that from now on, as I begin the sharing here, that these ideas will make a difference for you as well.

This month, I’ll begin by talking about arguably where the whole process of teaching a motivating class, for your and your students, starts: lesson planning.

Lesson Planning

It goes without saying that if we’re not motivated ourselves, there isn’t much chance we’ll be able to motivate our students that much. So, as obvious as these ideas might sound, I’ve been dedicating a lot of time to thinking of ways of doing that, and it just so happens that most of this thinking usually happens while I’m preparing my lessons.

If you’ve done a pre-service teachers’ course, I’d be willing to bet good money you’ve heard about how important it is to prepare your lessons thoroughly a million times. You’ve probably preached this yourself, so that there’s every likelihood that you‘re now thinking, “duh!”

But really?

Do you really prepare your lessons thoroughly? Do you really prepare your lessons in a way that ensures they’ll hang together, achieve your aims (assuming, of course, you have them), feel fresh and varied, take individual students into consideration, all in a way that pretty much guarantees time will fly by? If you always do that, kudos for you. I didn’t. Not always, anyway.

There are several different types of lesson plan, of course. What I’m advocating here is not that you write detailed, CELTA-like lesson plans for every single class you teach. You wouldn’t be able to do much else with your life. What I’m saying is we really, really have got to go well beyond ‘do activity 1; now 2; now 3…” in our plans if you want our lessons to succeed. We have to do more than just check the answer keys for the activities we’ll do in class and the – usually feeble – ideas the teachers’ guides bring. Planning a class, as we all know it, should involve a lot more than that.

  • Have something extra every class: it can be a song, it can be a pronunciation activity (looking at minimal pairs, for example), a video activity, a reading lesson you devised yourself using real materials (instead of a boring, meaningless text from your course book). Make it very clear for your students that you actually devoted time to them during the week apart from the time you spend together in class.
  • Understand your course book was not written for your students: this is actually not that obvious for many teachers. In a brilliant article written over a decade ago, Michael Swan mentions teachers who, when asked why they teach grammar so much say, “because it’s there”, meaning it’s there in the course book. Course books are written to make them as international as possible, as general as possible, with a view to making as much money as possible. Think of that! Using course books is, in my opinion, a great idea. It gives the course a sense of purpose, of continuity, of progress. However, there are more than a few useless activities there as well, of silly texts and ridiculously artificial listening passages, to name but a few. Adapt. Skip. Substitute. Use your course book as a tool, because that’s all it is. Your course book is not your course.
  • End classes on a high note: I’ve been very lucky as a teacher trainer to observe a very wide array of classes all over the country, and a very high percentage of these classes start with a fun – if sometimes a bit predictable and repetitive – warm-up activity.  But how about a wrap-up activity? How about having a song at the end of class? A hot potato? A hangman? A video? Ending classes on a high note will make your students actually want to come back next class, it’ll keep them on their toes, it’ll keep predictability at bay. Don’t end every class discussing homework!
  • Get out of the classroom with your students from time to time: Stephen Greene (from the brilliant www.tmenglish.org) suggested that in a comment on my blog. This may not be exactly new, and as I replied to him there I might’ve even suggested it in training courses myself. But again: Do we do it? I hadn’t left the classroom with my students in such a long time I can’t even say when I’d done it last. Stephen calls it “Walk and Talk”, where he simply goes for a walk with his students and chats, sometimes with a specific destination in mind, sometimes not really. I loved the idea and have had breakfast with one of my students, visited Museu do Futebol with another group and have been thinking of other ways of putting that into practice. It makes a big difference.

That’s it this month. I will now continue this discussion on lesson planning on my blog (www.higorcavalcante.com). Twice a week, on Wednesdays and Thursdays, for the next month, I’ll be posting more on the topic of lesson planning and ideas to make our plans more interesting and varied. I hope you’ll visit and keep on contributing your ideas.

See you in June!

This article was published on Blog da Disal (www.blogdadisal.blogspot.com) on May 21, 2012

Starting Over (Blog da Disal – April column)

This will be a slightly odd post, so bear with me.

First of all, it’s great to be back. I’ve always been a big fan of Disal’s and writing for the blog has always been an honor. I’m back, and back to stay!

That being said, this first post of mine in this new phase – as a columnist and as a teacher – will be a confession of sorts, as I’m going to own up to my…shortcomings as a teacher lately. Hopefully it will strike a chord with a few of you out there, and, if I can be so bold, perhaps shock you into action with me. Perhaps a few of us can get out of this rut together.

I believe I realized I’d been suffering from what Jeremy Harmer calls teacher burnout – when teachers get depressed or overtired and lose interest in (or have no enthusiasm for) teaching – at some point last year, much as I tried to pretend I wasn’t, for myself mostly. I’d been working for schools for upwards of 12 years and was in dire need of a change. I just couldn’t deal with the predictability of it all anymore. I just couldn’t. So I left, and began my newfound career as a freelance teacher/teacher educator. It helped a lot, but somehow it wasn’t enough.

A month ago (to the day), I arrived in Glasgow for my second IATEFL conference, first time as a presenter. I got off the train after a glorious week of gluttony in Italy and, on seeing the gray weather in Scotland, suffering – and failing – to make out a word or two from the taxi driver’s impenetrable accent, I admit I was more than a little unimpressed. There was nothing I could do, though, as I’d left Brazil precisely because of the conference, and I had my own presentation a couple of days down the road. However, I was not at all excited to be there, and that scared me.

Now, I love Adrian Underhill. I honestly do, and so should you. His Sound Foundations was nothing short of professionally life-altering for me, as it was only after reading it that I started to believe in my ability to teach pronunciation with anything resembling confidence. His opening plenary, however, was… well, not what I expected. I couldn’t even tell you what it was about, to be honest, and that was a major blow. Underhill was the reason I’d spent 7 hours on an awful train all night long, as I wouldn’t have made it in time if I’d caught an early flight. It was definitely not an auspicious beginning.

Nevertheless, the beginning of a new beginning was to come on the very same day, in the form of the great Jim Scrivener. His presentation, Demand-High Teaching, was so powerful, so rich and enriching, so practical, that I just knew, there and then, that things were going to change for me. I just felt it was OK to feel the way I felt, because even one of the greatest writers, teachers and teacher trainers in the world of ELT felt somehow disenchanted with our status quo.

No, Scrivener is not suffering from teacher burnout – he is Scrivener, after all. What he feels is we’re just too comfortable in ELT at the moment, that after a few decades of Communicative Language Teaching we’ve reached what he insightfully calls a peaceful dead-end. We’ve lost our curiosity. We don’t question ourselves anymore (or don’t do it enough). We’re more concerned with steps (be them PPP, ESA, TBL, AAA, whatever), getting above standards and merits in our CELTAs, DELTAs or what have you, than in gauging the actual learning taking place in our classrooms. We’re…in a rut. (my words, not his).

I left Scrivener’s talk lighter, with the proverbial weight of the world off my shoulders. One of my favorite quotes in ELT had and has always been Harmer’s the constant repetition of lesson routines, the revisiting of texts and activities with student reactions that become increasingly predictable, can – if we do not take steps to prevent it – dent even the most ardent initial enthusiasm.”, and I’d used it countless times in training sessions over the years. I had merely, as it were, forgotten to listen to myself, but I certainly heard Scrivener. I heard him loud and clear.

This is, thus, what this post is all about. It is about how I attended a 45-minute talk by one of the big ones and left it transformed. This is about how Jim Scrivener (not for the first time, mind you), helped me see, or at least remember – even if that was not exactly what he was talking about (but then again, students don’t always learn necessarily what we’re teaching them, right?) –, that we should always be curious, and that we should always try and do things differently, and that we should never just do things a certain way simply because they seem to have worked well before. It is not only students who need to enjoy our lessons. We need it, too. We need it bad! Arguably, they won’t enjoy them it if we don’t; they won’t learn much if they don’t enjoy them.

In practical terms, here’s what I propose. In your next class, surprise your students somehow. Tell them a joke. Use music. Do a video activity. Don’t use the coursebook. Take them for a walk. Bring food to class. Have them work out the rules of a grammatical point from a text or a dialog, if you don’t normally do it, instead of explaining it to them. Play Hangman, or something else if you always play Hangman. Do something different, something completely different. Surprise your students next class, so that the results of that class will in turn surprise you. I believe the solution for our teacher burnout (mine, at least) lies in it.

My next columns on this blog will be entirely dedicated to this new project of mine then, and that I hope will become yours too. How can we surprise our students? How can we do things differently? How do eliminate – or alleviate – boredom from our classes and thus from our jobs? How do we keep ourselves interested, and therefore our students? How can we help our students achieve better results? How do we never stop caring? How indeed? I don’t know, honestly. Or maybe I have a few ideas, and I’m willing to try them out.

I am, however, going to start this quest to answer those questions by asking for your help. Share your ideas with us by commenting here on the blog, or via email by writing to cavalcante.higor@uol.com.br. Any ideas! I don’t know exactly what I’m looking for here, but I know I’ll recognize it when I find it. I know that I want now, 13 years later, to be as excited about this thing I love so much as I was when I started out, and I hope these over 1000 words I’ve just written about it here will interest you in helping me out.

A few suggestions to start us off:

-          Three incredible books which have helped me a lot recently by piquing my curiosity and giving me some much-needed fresh ideas:

  • “Essential Teacher Knowledge”, Jeremy Harmer. Pearson, 2012.
  • “Classroom Management Techniques”, Jim Scrivener. Cambridge, 2012.
  • “Atividades de Vídeo para o Ensino de Inglês”, Louise Emma Potter & Ligia Lederman. Disal, 2012. (the book I wish I’d written!)

-          Two great blogs you absolutely have to read every week, plus a great summary/review of Scrivener’s presentation in this year’s IATEFL:

Good luck for us all! =)

Higor Cavalcante is a teacher and teacher educator based in São Paulo, Brazil. He has worked for various schools in Brazil as a teacher, teacher educator, pedagogical consultant and director or studies, and is primarily interested at the moment in teacher education (his included), exams preparation and the impact of reading in the learning of English. He is also a blogger, and you can read his posts on www.higorcavalcante.com, as well as find out how to have him for talks and courses in your school.

*This post was published on April 20, 2012 on http://www.blogdadisal.blogspot.com.

Disal Column, Dec 2012 – Peer Observation

Why observe your fellow teachers? – A case for peer observation

I can’t say how many times, visiting schools as a consultant, I’ve had people – especially administrative staff, supervisors, directors etc. – suggest I observed a certain teacher’s lesson on the grounds that s/he was “very experienced”. Penny Ur (brilliantly) says that there is a big difference between twenty years’ experience and one year’s experience repeated twenty times, and this just couldn’t be any more spot on.

But what does this have to do with peer observation?

Well, first of all, my point here is that “experience” can be a very misleading term. If teacher A, for example, has been working for the same school for twenty years, teaching the same courses the exact same way following the very same lesson plans day in day out, while teacher B has been a year on the job, working for two different schools plus private students, using a range of course books and is naturally curious (frequently visiting websites like onestopenglish.com for ideas, participating in Twitter chats such as #brELTchat and #ELTchat etc.) then I’d suggest you observe teacher B over teacher A every time.

The second point I’m trying to make is that it doesn’t really matter who among your teaching peers you’re going to observe: There’s something to be learned from every single one of them, even if it is how not to do something (which is learning too!).

Now… how to go about peer observation?

1)   Similarly to regular lesson observation: sit together with your colleague to discuss the group and the plan prior to the lesson; observe the entire class; give feedback. Finally, invite your colleague to observe you;

2)   Pop-in observation: you have a free couple of hours and a fellow teacher is teaching. Ask him/her whether s/he would mind having you in class, and in case there is no problem, observe the entire lesson. Give feedback, even if short and informal. In the end, invite him/her to observe you as well.

Bear in mind these are suggestions in case your school doesn’t already foster a peer observation program. Ideally, schools should try and implement programs which factor peer observation in for, for example, career advancement (pay increase, promotions etc.) Since that might not be the case for most (all?) schools, you can at least bask in the certainty that you’re investing your time in one of the most effective learning opportunities available for teachers, a veritable practical teacher training course.

A few tips on how to make the most of your peer observations:

1)   Focus on a few aspects of your peer’s class instead of on “everything”, i.e. choose to look at time management, or error correction, or pairing and grouping students, or giving instructions and the like;

2)   Make notes of interesting things you’d like to use in your own lesson and of points to include in your feedback later on. Keep a journal of your many observations;

3)   Never participate in/make comments during the lessons unless the teacher asks you to. In that case, participate willingly. Remember you’re a guest and should behave as such;

4)   Observe teachers who teach similar levels to the ones you teach, regardless of how experienced they are. Similarly, observe teachers who are teaching levels you would like to teach.

That’s it for now. In my January column, I’ll look at courses available for teachers, which ones are worth taking and in which order.

To wrap up, I sincerely hope you all have wonderful holidays. May 2012 be the best year ever for us all in our careers and in our personal lives, filled with great achievements, joy, health and lots of love.

Thanks for the company these past few months, and see you all in 2012!

Lesson Observation (DISAL article, November 2011)

A very important teacher development tool: Lesson Observation

Shout if you’ve ever panicked before having a lesson observed by your coordinator, supervisor or even a fellow teacher. Yes, I know. I can almost hear you!

There aren’t many absolute certainties in the world of ELT – which is probably why it is so challenging and enticing – but if there ever was one, it has got to be that the vast majority of teachers detest being observed, no matter by who, no matter what for. Why that is, and especially how to curb that, is what this article will aim at.

To be perfectly honest, the why is easy. At the risk of overgeneralizing and even of being a bit unfair (just a bit), the main reason why teachers hate being observed is that most observers have no idea what they’re doing. They observe teachers because it is part of their jobs, but they don’t really have an aim in doing so, there is no procedure, which renders the observation useless, while at the same time frustrating the teacher and deepening the widespread belief that observation is nothing but a colossal waste of time.

Another serious problem of class observation as it is done in many schools is the lack of (good) feedback. Oftentimes the observed teacher will never receive any feedback whatsoever, and in the few times they indeed do, they often feel it is lacking somehow. Either the comments made are obvious and ineffective (your TTT is too high, your class needs to be more dynamic!), or they’re just really rude and unhelpful. Whatever the case, in a recent informal survey I carried out with a few fellow teachers for a workshop on lesson observation, the rarest comment I got was for someone to actually say that they had learnt from being observed or that they were in any way happy with the observations of their lessons.

Below is a three-step suggestion for a more successful lesson observation:

1)      Pre-observation meeting: Observer and teacher meet to discuss the group which will be observed. Teacher hands in a draft of his/her lesson plan and observer comments on it. Teacher tells observer about any points s/he would like to have feedback on after the class (group is too noisy/too quiet; a particular student doesn’t participate much/seems aloof etc.)

2)      Observation: Observer arrives 5 minutes prior to class, greets students and sits at the back of the room. Observer sits in for the whole lesson (not just 10 minutes!) and makes notes as discreetly as possible, focusing on positive aspects and points where there is room for improvement. Under no circumstances is the observer going to participate in the lesson in any way, or speak unless spoken to. S/he is forbidden to weave comments of any kind during the lesson, correct students (or God forbid the teacher!) in any shape or form or make any kind of suggestions. The observer is mute. It is kind of the observer to thank the students for the opportunity and congratulate them on their performance before leaving the class. S/he should also give quick informal feedback to the teacher at their (observer’s and teacher’s) earliest convenience.

3)      Post-observation meeting: No later than a few days after the lesson, both the observer and the teacher sit together one more time. This time around, the teacher will first comment on what went well and what would be done differently if s/he were to teach that class again. The observer will then make his/her comments on the lesson, always starting from what went well and suggesting changes for future classes. At the end of the meeting, the teacher should receive comments in written form, along with an action plan to be put into practice in his/her next few classes. This action plan will guide the next lesson observation of this particular teacher.

Next month I’ll talk more about other ways of making lesson observation effective, and also about another very important teacher development tool which is closely related: peer observation.

Good luck with your end-of-year tasks, best of luck with the piles of tests to correct, and as a task for the month, comment a bit here on your personal experience with being observed!

O Mundo de Sofia (New Routes – Janeiro 2012)

I was invited last week to write something different. Daniela Mafra, from DISAL, asked me if I wouldn’t like to contribute a suggestion of a book to their next issue of New Routes, to be published in January 2012. The biggest shock: It was supposed to be in Portuguese!

All right, all right… Portuguese IS my first language after all, but I don’t think I have ever published anything in Portuguese anywhere. Actually, I know I haven’t. I considered it a big challenge then, and decided to write about the book which single-handedly turned me from a non-reader into a bookwork, some 13 or 14 years ago, and which may have had something to do with my becoming a teacher: Sophie’s World, but the Norwegian author Jostein Gaarder.

Curiously, though, I was going to write about the book – in Portuguese – I’m reading at the moment, Jô Soares’s As Esganadas. It was someone wise beyond her years, however, who suggested I wrote about Sophie’s World, once I was always harping on about it. Have a look at the text below then, and please feel free to suggest alterations and, even more importantly, corrections, once I believe there would still be time to correct it before it appears in the magazine.

——

Até meus 16 ou 17 anos eu não era exatamente um grande leitor. Na verdade, eu não era leitor e ponto. Livros não eram de forma alguma um prazer para mim, e confesso que até então tinham sido poucos os títulos que havia terminado. Eu era como a grande maioria dos jovens da época, fissurado por futebol e televisão e avesso a livros.

Acredito que essa situação já tenha mudado muito e certamente segue mudando no Brasil – o que me deixa muito orgulhoso como professor! – devido a séries como Harry Potter, Percy Jackson, Crepúsculo, entre outros. Na minha época pré-bruxos e pré-vampiros, no entanto, meu “Harry Potter”, o primeiro livro que li por prazer e graças à indicação de um querido professor, foi o delicioso O Mundo de Sofia.

Jostein Gaarder, professor, teólogo e filósofo norueguês, publicou o livro em 1991. O Mundo de Sofia conta a história de uma garota norueguesa que às vésperas de completar 15 anos passa a receber estranhos bilhetes em sua caixa de correio de um certo filósofo (não, nada de e-mails. A boa e velha caixa de correspondências mesmo!) convidando-a a ocupar-se das grandes questões do universo.

Os bilhetes, que chegam todos os dias e sempre de maneiras misteriosas, acabam por se revelarem um curso de filosofia, desafiando Sofia a se perguntar coisas como Quem é você?, De onde vem o mundo? e várias outras. Além dos bilhetes, Sofia passa a receber também cartões postais endereçados a uma tal Hilde, de quem ela nunca ouviu falar e com os quais não sabe o que fazer. Para nós leitores, inicia-se aí um interessantíssimo caso de mistério. Juntamente com Sofia, passamos a cursar um fascinante e acessível curso de filosofia, cobrindo do período pré-Socrático aos filósofos contemporâneos, fazendo com que a leitura do livro seja, além de divertidíssima, extremamente informativa e inspiradora.

Prova de que se trata de um livro espetacular é o fato de que, apesar do tema não costumar ter grande apelo popular, já foi traduzido para mais de 50 idiomas e virou até filme! No Brasil, foi publicado em 1995 e já teve no mundo mais de 70 reimpressões!

É isso aí! É um grande prazer poder recomendar aqui na New Routes um livro tão importante pra mim, e espero que ele tenha pra você também o efeito poderoso e inesquecível que teve em mim… e em outro milhões e milhões de leitores mundo afora!

 

Higor Cavalcante é professor de inglês e trabalha principalmente com treinamentos para professores, além de escrever mensalmente para, entre outros, o Blog da Disal. Higor trabalha com frequência com literatura na sala de aula, por acreditar que a leitura é, além de tudo, a melhor maneira de aprender e consolidar um idioma estrangeiro. Você pode entrar em contato através do e-mail teacher.higor@yahoo.com.br, ou visitando seu blog, www.higorcavalcante.com.