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1INTRODUCTION
The traineeship is a supervised educative school act, developed in the work
environment that sees the preparation of productive work of the college students
that will be attending Language and Literature at college for being professionals inthe education area of elementary and high school, special education, and even
adult and young education. This practice of pedagogic character promotes the
acquisition of professional competence, developing professional posture, ethic and
personal improvement.
The traineeship aims the learning of professional competence professional
activity and curricular continuation, developing college student for life and work. It is
compulsory due to certificate that the college student will have faced the life in a
classroom observing not only students behavior but also how teachers deal with
specific situations in the classroom.
The traineeship is not a job. It is a complement regular school, technical and
superior courses according to the Law n 11.788 of September 25, 2008. This
report has the goal of presenting a reflexive and theorical view of the activities
developed in the classroom of 1st year high school in English subject at Deputado
Josu Cludio de Souza state High School.
Supervised Internship I was held from September to December 2011 at
Deputado Josu Cludio de Souza state High School, with students from 1st year-
03- night shift, Manaus, Am. The stage was guided by teacher Maria do Socorro
Pinheiro fonseca with 80 hours duration.
Supervised Internship II, was held on 09 March to 20 June 2012 at DeputadoJosu Claudio de Souza state High School , with students from 1st year - 03 -,
night shift , under the guidance of Professor Maria Socorro Pinheiro fonseca
with the workload of 100 hours Manaus-AM.
The Internship III: teaching in English Language Literature was conducted
with students from 1st year-03 high school night shift of the State school's Deputy
Joshua Claudio de Souza located on avenida: Beira Rio s/n in the neighborhood:Crowned III, in the city of Manaus, State of Amazonas. This step, with a workload of
150 hours, started on 20th July 20 and ended on November 30th , 2012. The
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internship III aims to observe and apply the knowledge acquired in the subjects
studied, as well as confront them with the pedagogical practice itself, seeking to
establish a practice that is meaningful.
2SUPERVISED CURRICULAR TRAINEESHIP
The supervised curricular traineeship is a moment of the professional
formation of a future licensed teacher that will have the chance of observing the
practice in educational institution or other proper educative environment. The
supervised traineeship is fundamental in the professional formation process and a
challenge for English Language and Literature college student to obtain experience
for the professional of the educational process. During the traineeship the college
student has opportunity to show the level of knowledge obtained to guide the
trainee in the profession that he will follow.
2.1CONCEPT
The traineeship is a moment of the formation of students, in relation to
starting of his course as an educator. It is the period of fusion between the theorical
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and practical factors resulting in good formation, qualifying him in the professional
field in a complex of activities, where the trainee obtains knowledge and unite
students and teachers.
2.2NATURE, HISTORY AND LEGISLATION
A Lei n 8.859,23 de maro de 1994, modificou dispositivos da lei n 6.494
de 1977, para a aplicao aos alunos de ensino especial, alterando o artigo 1,
acrescentado o pargrafo 3, registrou a necessidade do planejamento,
acompanhamento e avaliao do estgio em conformidade com os currculos,
programas e calendrios. Assim, tornou-se obrigatria a atividade de estgio nas
grades curriculares dos cursos de nvel superior, profissionalizante de 2 grau, ou
escola de educao especial.
Em de dezembro de 1996, atravs da Lei de nmero 9.394, a legislao
nacional que dispe sobre a educao foi consolidada, estabelecendo novas
diretrizes e bases da educao brasileira.
Art. 82. Os sistemas de ensino estabelecero as normas para a realizao
dos estgios dos alunos regularmente matriculados no ensino mdio ou superior
em sua jurisdio.
Pargrafo nico. O estgio realizado nas condies deste artigo no
estabelecem vnculo empregatcio, podendo o estagirio receber bolsa de estgio,
estar segurado contra acidentes e ter a cobertura previdenciria prevista na
legislao especfica. (BRASIL, 1996).
Dentre as modificaes nas leis de trabalho a mudana mais sensvel a
maior fiscalizao e responsabilidade sobre as tarefas executadas pelo estudante,
tanto pela instituio de ensino quanto entidade concedente. Trata-se de um meio
de auxiliar a formao de profissionais de nvel mdio profissionalizante ou
superior.
O objetivo principal do estgio, portanto, a complementao da
aprendizagem profissional. Por isso que no se deve ver o estgio como uma de
suprir carncias de mo-de-obra ou obt-la de maneira menos onerosa.
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Art.3 A realizao do estagio dar-se- mediante termo de compromisso
celebrado entre o estudante e a parte concedente, com intervenincia obrigatria
da instituio de ensino.
Acordo de Cooperao firmado entre a Unidade e a Instituio concedente;
Termo de compromisso firmado entre o aluno, o Concedente e a Instituio
de ensino;
Seguro contra Acidentes Pessoais de responsabilidade da Instituio de
Ensino;
Ficha de Acompanhamento de Estgio com registros efetuados pelo
estagirio, assinado pelo professor de estagirio e coordenador da
habilitao;
Relatrio de Atividades preparado pelos estagirios.
2.3 Traineeship at University
By striving towards the teaching of trainees as god professionals, the
universities work rigorously towards elevating the quality of their training for betterresults.
As a result student who graduate are enabled in defending their thesis throughthe established existing standards a trainee teacher is able to observe aprofessional and learn to do same.
2.4The Matter of Curricular Traineeship in student / teacher formation
Supervised Training is essential for the acquisition of professional practice.
Considering the need to focus also on the practical training courses for teachers, it
is understood that the curricular, if well founded, structured and directed, appears
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as a moment of significant importance in the practical training of future teachers.
The traineeship is a fundamental pre-requisite for the certification of the
student/teacher trainee, in obtaining teaching license.
3 TECHNICAL ORIENTATION
The first traineeship began on the 19th of august second semester of 2011, under
the direction of Professor Margareth who gave the Term of Compromise forms to
fill. And in addition, she emphasized on report of the past traineeship and the need
for our Research Projects.
The second traineeship, started on 09 th of march first semester of 2012, under the
direction of Professor Margareth, we received instructions and directives from the
internship, and filled the compromise forms in ESBAM.
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4DIDACTIC ORIENTATIONS
The English teachers in the school use as their teaching resources books,
dictionaries, computers and other teaching aids as stipulated by the school
pedagogies as their methodology.
4.1FIRST SUPERVISEDTRAINEESHIP (HIGH SCHOOL)
The first supervised English Language Traineeship was done during the fourth
period of the second semester of 2011.
4.2SECOND SUPERVISEDTRAINEESHIP
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The second stage of the supervised English Language Traineeship was done
during the fifth period of the first semester of 2012. With Maria Socorro Pinheiro
Fonseca the English Language teacher Deputy Josu Cladio de Souza. As in first
Traineeship the objective of the second is to observe the teaching methods and the
relationships between the teacher and students and classroom activities.
5 GEOGRAPHICAL LOCATION OF THE COMMUNITY WHERE THE SCHOOL IS
LOCATED.
5.1LOCALIZATION IN CONTEXT OF THE DISTRICT AND CHARACTERISTICS
Deputy Josu Cladio de Souza High School was inaugurated by the Decree
Law n 15.849 of 21/02/1994 and is located on Beira Rio Avenue in Coroado III, on
the East Zone of Manaus. The name was given in honor of Deputy Josu Cladio
de Souza who worked as State Education Secretary. The School has 1622
registered students distributed in three shifts. With 1st year High School 732, 2nd
year High School 500 and 3rd year High School 390.
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For a better quality education the school developed many projects such as:
Jovem cidado, Mais educao, Rede Cidad Digital and Tempo de Ler e
Escrever. The board directory of the school is made up of- Zuleide Pereira das
Chagas, Maria Regina de Lima Geraldo, Altemar Leo de Oliveira, Ivete Ribeiro
Rubim Fernandes, Jander de Lima Lasmar, Ana Rita Corra da Costa. The present
principal is Jos Maria do Couto Junior.
5.2 GEOGRAPHICAL CONTEXTUALIZATION
The school is located next to UFAM Campus UNIVERSIDADE FEDERAL
DO AMAZONAS, in Coroado III. The school is in good conditions, and is among the
first schools in the eastern Zone of Manaus. The school has low and middle
income earners families as students. The students are mainly from the
neighborhood and adjacent areas.
6 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL
6.1HISTORICAL ASPECTS
Deputy Josu Cludio de Souza High School was founded under the decree
Law n 15.849 of February 21st, 1994, in Manaus, Amazonas. This school started
its activity by attending the local and adjacent communities under the State
Education Secretary (SEDUC).
The School has elementary and high education with a total of 1622 students
this year. It runs three shifts. Deputy Josu Cludio de Souza whom the school is
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named after made significant services for education as State Secretary of
Education in the state.
The school follows derectives from the State Secretary of Education
(SEDUC) and the internal management board of the school in accordance with theinternal Regiments (Art. 2) que afirma que o conceito da educao a ser
elaborada inspirada sob a liberdade de conhecimento novos ideais voltada para a
comunidade visando o preparo em pleno desenvolvimento no carter de todos os
cidados.
6.2COMMUNITY/SCHOOL RELATIONSHIP
As an excellent and exemplary school the leadership of the school in
conjunction with the community have very cordial relationship.
As a result the Rede Cidad Digital in partnership with CETAM is being
established in the school for the community.
6.3PHYSICAL ASPECTS
Administration: 06
Security: 06
Cook: 6
General Services: 8
Principal: 1
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Pedagogs: 3
Librarian: 2
Technical support: 1
Project Coordinator: 1
Secretary: 1
The School with 1622 students that is: 600 students in the morning, 522
students in the afternoon and 502 students in the night. Therere 58 teachers,
divided in morning 20, in afternoon 20 and night 18. Therere 33 employees divided
in three shifts in morning nine, in afternoon nine and nine in night, therere two
securities in weekend and two securities who work full time, but 1 director and one
secretary in integral time.
6.4 ADMINISTRATIVE ASPECTS
Though the school is in good conditions but the principal thinks there is the
need to make some reforms by the end of the semester. To start the reform the
principal has the support of the Regional Secretary of the State Education - CREI
and also The State Secretary of Education SEDUC.
The School has three playgrounds, one indoor and two outdoor playgrounds
for physical education, such as: handball, volleyball, futsal and other events.
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The School has the following administrative staff:
Director: 01
Secretary: 01
Computing: 01
Science: 01
Laboratory: 01
Archive: o1
Teacher: 01
Library: 01
TV school: 01
Deposit: 01
Kitchen: 01
Canteen: 01
Bathroom: 06 (02 students, 02 employees and 02 teachers).
6.5STUDENTSCHARACTERISTICS
The Students come from the middle class and lower class groups. They and
their families live in Coroado I, II, III and adjacent areas, like any other public school
the students have difficulties to learning. Efforts from the school and the teaching
staff are signs of good learning environment for the students.
6.6 SCHOOL DOCUMENTATION (Pedagogical Project and Policy)
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The school began its pedagogical activities in the following areas.
Elementary school curriculum, 04/2007 has the 8th and 9th year olds in the night,
and the middle school curriculum 137/2010 having three shift making a total of
1,680 students.
6.7SCHOOL STRUCTURE / CONDITIONS FOR USE
The school structures are in good conditions though some areas need
reforms. Some need replacement of the WCS, the playing ground needs some
filling. The school may be having some reforms next year.
6.8 BREAK DYNAMICS
The school has recreational sports grounds such as the indoor sports hall for
in-door soccer and 2 outdoor fields for volleyball and handball games.
7 OBSERVATION OF THE CLASS TRAINEE I
7.1Teachers Information
The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in
English Language and has Specialization in Methodology of English language, she
has been teaching for 14 year and at the present school, she has being teaching for
5 years.
7.2 Teachers Presentation
The teacher dresses very well and has good eye contact with students She
has good white board presentation and checks on students sitting arrangements
,makes the roll call.
7.3 Class Planning
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The class planning are worked out every month following Seduc curriculum
plans, with the teachers free to uses their own teaching methods.
7.4 Class Performance (Methods, Tecniques and learning Resourses)
The teacher uses the whiteboard, markers, photocopies and printed didactic
materials as her teaching resources.
7.5 Corrections
She makes corrections adequately and help students understand wherethey erred.
7.6 Difficulties Presented by the Teacher
Poor attendance lateness to classes due to tiredness and lack of motivation
on the part of students.
The lack of provisional didactic materials from the school, coupled with the lack ofdiscipline of most students.
7.7 Performance in Class
Though there are these problems and difficulties, there is hope in the
elevation of the students performances through extra curricula activities such as
mental games for studies.
7.8 Evaluation (How the teacher evaluates the learning process of the
students)
The teacher evaluates students according to their level of understanding
and helps them improve their understandings. She applies the four learning skills.
7.9 Developed of student/traineeship in trainee supervised
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The student trainee carried out all instructions given from ESBAM trainee
programs at the school of training- Deputy Josu Cludio de Souza State High
School.
8 OBSERVATION OF THE CLASS TRAINEE II
8.1Teachers Information
The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in
English Language and has Specialization in Methodology of English language, she
has been teaching for 14 year and at the present school, she has being teaching for
5 years.
8.2 Teachers Presentation
The teacher dresses very well and has good eye contact with students
She has good white board presentation and checks on students sitting
arrangements ,makes the roll call.
8.3 Class Planning
The class planning are worked out every month following seduc curriculum
plans, with the teachers free to uses their own teaching methods.
8.4 Class Performance (Methods, Tecniques and learning Resourses)
The teacher uses the whiteboard, markers, photocopies and printed didactic
materials as her teaching resources.
8.5 Correction
She makes corrections adequately and help students understand where
they erred.
8.6 Difficult Presented by the Teacher
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Poor attendance lateness to classes due to tiredness and lack of motivation
on the part of students.
8.7 Peformance in Class
Though there are these problems and difficulties, there is hope in theelevation of the students performances though extra curricula activities such as
mental games for studies.
8.8 Evaluation (How the teacher evaluates the learning process of the
students)
The teacher evaluates students according to their level of understanding andhelps them improve their understandings. She applies the four learning skills.
8.9 Supervised traineeship in the school of training.
The student trainee carried out all instructions given from EBAM trainee
programs at the school of training- Deputy Josu Claudio de Souza State High
School.
9 RESEARCH LABOTATION PROJECT
9.1 TITLE
Reading
9.2 THEME
Practicing reading from English text books for 1st year students.
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9.3 DELIMITATION OF THEME
Reading and the comprehension of texts in English language with the first yearstudents of the night shift Deputy Josu Cludio De Souza hagh state school
9.4 PROBLEMS
The first year students have difficulties in comprehension of reading in written textsin English language.
9.5 HYPOTHESISlack of vocabulary.
Inadequate didactics material for their level.The Lack of the students envolment in the lessons activity.
Lack of practice in English reading.
9.6 OBJECTIVES
9.6.1 GENERAL OBJECTIVE
Enable the students the practice of reading
9.6.2 SPECIFICS OBJECTIVE
To analyze the methodology used by the teacher in the classroom.
To Check the practice of reading in language English classes.
To make students aware about the importance of reading for the future.
9.7 JUSTIFICATION
The field of reading in the contemporary world is essential for the exercise of
citizenship, to live in autonomy, with full awareness of self and others, to take
decisions in the face of our complex world of today. Determining cognitivedevelopment, cultural formation, access to information and knowledge, expression
and critical judgments between other areas, is a basic skill that one needs to
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acquire in order to fulfill as a citizen in a professional contemporary society. This
project is designed to burrow into reading the school community allowing them to
become reflective and critical readers, participating actively in the society where
they live.
9.8 THEORETICALS
What is reading?
Reading is an interactive process of communication. The
interaction between writer and reader is made possiblethrough the text. Reading can include as an importantpart when we analyze text, because it can help the
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students in analyzing what kinds of text reading by themand the information from there reading itself
According Mrcia Siqueira de Andrade ( p.67 )
The act of reading is?
the act of reading can be described as a bottom- upprocess. This process begins with a text, or a collectionof marks called graphic features, on a page, organized insuch a way that readers can actually decode this dataand construct meaning from it
(According to David Nunan p. 88 )
What is meant by a process of reading ?
We need to promote reading and by our own espousal ofreading as a valid occupation, persuade students of its benefits.Perhaps, for example, we can occasionally read aloud from
books we like and show, by our manner of reading, howexciting books can be.
According to Jeremy Harmer)
When do we begin/start to read?
How many times have you been told to read something yet you dontknow why youre being asked to read it? You did only a mediocre job ofretaining what you read and perhaps were rather slow in the process.Efficient reading consists of clearly identifying the purpose in reading
something. By doing so, you know what youre looking for and can weed outpotential distracting information. Whenever you are teaching a readingtechnique, make sure students know their purpose in reading something.
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(According to H. Douglas Brown)
How do we begin to read?
The representation of writing can help us retain the names thathave pronunciations Complex or unfamiliar. When we have tolearn foreign words, the simple fact of being able to see them,even if it is only once helps us a lot.
According Maria Jos ( p. 47 )
What is the purpose of reading?
There are seven main purposes for reading To obtaininformation for some purpose or because we are curious aboutsome topic. To obtain instructions on how to perform some taskfor our work or daily life,Examples, knowing how an applianceworks. To act in a play, play a game, do a puzzle. To keep intouch with friends by correspondence or to understandbuseness letters. To know when or where something will takeplace or what is available. To know what is happening or hashappened as reported in newspaper, magazine, reports, etc.For enjoyment or excitement.
According Richard.(p. 56 )
REFERENCE
BIANCHI, Anna Ceclia de Moraes; ALVARENGA, Marina; BIANCHI, Roberto.
Manual de Orientao: Estgio Supervisionado. 3.ed. So Paulo: Pioneira
Thomson Learning, 2003.
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BIANCHI, Anna Ceclia de Moraes; ALVARENGA, Marina; BIANCHI, Roberto.
Manual de Orientao: Estgio Supervisionado. 3.ed. So Paulo: Pioneira
Thomson Learning, 2003.
BROWN, H. Douglas. Teaching by Principles: An Interactive Approach to LanguagePedagogy. 2. Ed. Ny: Longman,2001.
HARMER, Jeremy. The practice of: English Language Teaching. 3. Ed. England
Longman, 2001.
Aprendizagem Humana / Mrcia Siqueira De Andrade e Maria Laura Puglisi
Barbosa France , organizadoras,- So Paulo; Casa do Pciclogo, 2006
Maria , Jos
A arte de ler / Jos Morais; traduo lvaro Lorencini. So Paulo: Editora
UNESP, 1996
NUNAN, David. Second Language Teaching and Learning. Canada: Newbury
House Teacher Development,1999.
RICHARDS, Jack.; LONG, Michael H.; CHAMOT Anna UHI; OMALLEY, J. Michael.Learning Strategies in Second Language Acquisition NY: Cambridge University
Press, 1990.
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summary
1 INTRODUCTION....................................................................................................................52 SUPERVISED CURRICULAR TRAINEESHIP...............................................................62.1 CONCEPT............................................................................................................................62.2 NATURE, HISTORY AND LEGISLATION...................................................................62.3 Traineeship at University...............................................................................................82.4 The Matter of Curricular Traineeship in student / teacher formation...............83 TECHNICAL ORIENTATION..............................................................................................94 DIDACTIC ORIENTATIONS.............................................................................................104.1 FIRST SUPERVISED TRAINEESHIP (HIGH SCHOOL)........................................104.2 SECOND SUPERVISED TRAINEESHIP....................................................................105 GEOGRAPHICAL LOCATION OF THE COMMUNITY WHERE THE SCHOOL ISLOCATED.................................................................................................................................11
5.1 LOCALIZATION IN CONTEXT OF THE DISTRICT AND CHARACTERISTICS.....................................................................................................................................................11
5.2 GEOGRAPHICAL CONTEXTUALIZATION..............................................................116 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL................................126.1 HISTORICAL ASPECTS................................................................................................126.2 COMMUNITY/SCHOOL RELATIONSHIP..................................................................126.3 PHYSICAL ASPECTS.....................................................................................................136.4 ADMINISTRATIVE ASPECTS......................................................................................146.5 STUDENTS CHARACTERISTICS...............................................................................156.6 SCHOOL DOCUMENTATION (Pedagogical Project and Policy).....................156.7 SCHOOL STRUCTURE / CONDITIONS FOR USE.................................................15
6.8 BREAK DYNAMICS........................................................................................................157 OBSERVATION OF THE CLASS TRAINEE I..............................................................157.1 Teachers Information...................................................................................................157.2 Teachers Presentation.................................................................................................167.3 Class Planning................................................................................................................167.4 Class Performance (Methods, Tecniques and learning Resourses).............167.5 Corrections.......................................................................................................................167.6 Difficulties Presented by the Teacher....................................................................167.7 Performance in Class....................................................................................................167.8 Evaluation (How the teacher evaluates the learning process of thestudents)..................................................................................................................................17
7.9 Developed of student/traineeship in trainee supervised.................................178 OBSERVATION OF THE CLASS TRAINEE II.............................................................178.1Teachers Information....................................................................................................178.2 Teachers Presentation.................................................................................................178.3 Class Planning................................................................................................................178.4 Class Performance (Methods, Tecniques and learning Resourses).............178.5 Correction.........................................................................................................................188.6 Difficult Presented by the Teacher...........................................................................188.7 Peformance in Class.....................................................................................................188.8 Evaluation (How the teacher evaluates the learning process of the
students)..................................................................................................................................18
8.9 Supervised traineeship in the school of training................................................189 RESEARCH LABOTATION PROJECT........................................................................199.1 TITLE..................................................................................................................................19
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9.2 THEME................................................................................................................................199.3 DELIMITATION OF THEME.........................................................................................199.4 PROBLEMS......................................................................................................................199.5 HYPOTHESIS..................................................................................................................199.6 OBJECTIVES...................................................................................................................199.6.1 GENERAL OBJECTIVE.............................................................................................199.6.2 SPECIFICS OBJECTIVE...........................................................................................199.7 JUSTIFICATION..............................................................................................................209.8 THEORETICALS..............................................................................................................21REFERENCE............................................................................................................................23
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ESCOLA SUPERIOR BATISTA DO AMAZONAS
LANGUAGE ARTS
WILSON GADELHA DE ALMEIDA FILHO
SUPERVISED TRAINEESHIP REPORT l l
MANAUS
2012
WILSON GADELHA DE ALMEIDA FILHO
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.
SUPERVISED TRAINEESHIP REPORT l l
Traineeship Supervised Report 2, for EnglishLanguage (Language Arts Discipline), forobtaining marks for fifth periods, throughProfessor Margareth Leite Alencar M.sc. ofEscola Superior Batista do Amazonas.
MANAUS
2012
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