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English to Portuguese: Flexible and Focused Teaching Executive Function Skills to Individuals with Autism and Attention Disorders General field: Medical Detailed field: Psychology
Source text - English 5.1.2 Mastery Criterion
Once the learner is able to clean her bedroom 100% independently
across several days, you can consider the skill mastered. If the learner
is using the task analysis to self-monitor her behavior of cleaning her
bedroom, you can still consider the skill mastered but you may want
to try to fade it out. However, keep in mind that some learners will
not be able to function without the task analysis or some other visual
aid. Thus, you may choose to post the task analysis indefinitely so that
the learner can reference it as needed. See further ideas for fading out
prompts of this type in Chapter 2, Principles Behind the Lessons.
Figure 5.1 Cleaning Bedroom Task Analysis to be used with the Cleaning Bedroom lesson.
Organization 49
5.1.3 Data Collection and Graphing
For some learners, it may be helpful to have them self-monitor
their completion of steps using the Cleaning Bedroom Task Analysis
(Fig. 5.1). In this case, the learner will record data. However, should
you choose not to use self-monitoring, then the interventionist will
record data.
If you are using the Cleaning Bedroom Task Analysis (Fig. 5.1) to
record data, graph the percentage of steps completed independently. If
the learner takes a lot longer to clean her bedroom than you think it
should take, you could graph the length of time it takes. If the learner
requires frequent prompts to get on task, you could graph the number
of prompts required for the learner to clean her bedroom.
5.2 ORGANIZING HOMEWORK AND SCHOOL SUPPLIES
Use the steps below to teach the student to organize his schoolwork,
backpack, and desk. Once organized, help the learner stay organized.
See the Homework Routine lesson in Chapter 4, Attention, for how
this can be built into the daily routine.
5.2.1 Organizational Scheme for Schoolwork
Kindergarten through second or third grade. This grade level usually
involves a simple homework folder with pockets, wherein one side contains
papers to go home (e.g., field trip forms and communications from
the teacher to the parent), and the other side contains papers to go to
school (e.g., homework assignments, signed forms from parent to teacher).
Starting around fourth or fifth grade. At this time, homework is better
organized by subject, as students start using binders to organize schoolwork.
Discuss with the learner a plan for organizing school papers.
Translation - Portuguese 5.1.2 Critérios de Aprendizagem
Uma vez que o aluno é capaz de limpar seu quarto 100% de forma independente ao longo de vários dias, você pode considerar a habilidade aprendida. Se o aluno estiver usando a análise de tarefas para automonitorar seu comportamento de limpar o quarto, você ainda pode considerar a habilidade aprendida, mas pode tentar reduzir o uso da análise de tarefas. No entanto, lembre-se de que alguns alunos poderão não conseguir executar suas tarefas sem a análise de tarefas ou algum outro auxílio visual. Assim, você pode optar por postar a análise da tarefa indefinidamente para que o aluno possa consultá-la conforme necessário. Veja mais ideias para diminuição de instruções desse tipo no Capítulo 2, Princípios por Trás das Lições.
5.1.3 Coleta de Dados e Representação Gráfica
Para alguns alunos, pode ser útil que eles monitorem por conta própria a conclusão das etapas usando a Análise da Tarefa de Limpeza do Quarto (Fig. 5.1). Nesse caso, o aluno registrará os dados. No entanto, se você optar por não usar o automonitoramento, o intervencionista registrará os dados. Se você estiver usando a Análise de Tarefa de Limpeza do Quarto (Fig. 5.1) para registrar dados, faça um gráfico da porcentagem de etapas concluídas independentemente. Se o aluno demorar muito mais para limpar o quarto do que você acha que deveria levar, você pode representar graficamente o tempo que leva. Se o aluno precisar de instruções frequentes para realizar a tarefa, você pode representar graficamente os comandos necessários para que o aluno limpe seu quarto.
5.2 ORGANIZAÇÃO DOS TRABALHOS DE CASA E MATERIAIS ESCOLARES
Use os passos abaixo para ensinar o aluno a organizar seus trabalhos escolares, mochila e escrivaninha. Uma vez organizado ajude o aluno a permanecer organizado. Veja a lição Rotina de Dever de Casa no Capítulo 4, Atenção, para saber como isso pode ser incorporado à rotina diária.
5.2.1 Esquema Organizacional para Trabalho Escolar
Do jardim de infância ao segundo ou terceiro ano. Este nível geralmente envolve uma pasta simples de dever de casa com bolsos, em que um lado contém papéis para levar para casa (por exemplo, formulários de visita de campo e comunicações do professor para os pais), e o outro lado contém papéis para ir para a escola (por exemplo, dever de casa tarefas, formulários assinados de pais para professores).
Começando por volta da quarta ou quinta série. Neste momento, o trabalho de casa é mais bem organizado por disciplina, pois os alunos começam a usar pastas para organizar os trabalhos escolares. Discuta com o aluno um plano para organizar os trabalhos escolares.
English to Portuguese: Harry Potter and the Order of the Phoenix - Chapter 1 General field: Art/Literary Detailed field: Poetry & Literature
Source text - English HARRY POTTER AND THE ORDER OF THE PHOENIX
Chapter 1
Dudley Demented
The hottest day of the summer so far was drawing to a close and a drowsy silence lay over the large, square houses of Privet Drive. Cars that were usually gleaming stood dusty in their drives and lawns that were once emerald green lay parched and yellowing; the use of hosepipes had been banned due to drought. Deprived of their usual car-washing and lawn-mowing pursuits, the inhabitants of Privet Drive had retreated into the shade of their cool houses, windows thrown wide in the hope of tempting in a nonexistent breeze. The only person left outdoors was a teenage boy who was lying flat on his back in a flower bed outside number four.
He was a skinny, black-haired, bespectacled boy who had the pinched, slightly unhealthy look of someone who has grown a lot in a short space of time. His jeans were torn and dirty, his T-shirt baggy and faded, and the soles of his trainers were peeling away from the uppers. Harry Potter’s appearance did not endear him to the neighbors, who were the sort of people who thought scruffiness ought to be punishable by law, but as he had hidden himself behind a large hydrangea bush this evening he was quite invisible to passersby. In fact, the only way he would be spotted was if his Uncle Vernon or Aunt Petunia stuck their heads out of the living room window and looked straight down into the flower bed below.
On the whole, Harry thought he was to. be congratulated on his idea of hiding here. He was not, perhaps, very comfortable lying on the hot, hard earth, but on the other hand, nobody was glaring at him, grinding their teeth so loudly that he could not hear the news, or shooting nasty questions at him, as had happened every time he had tried sitting down in the living room and watching television with his aunt and uncle.
Almost as though this thought had fluttered through the open window, Vernon Dursley, Harry’s uncle, suddenly spoke. “Glad to see the boy’s stopped trying to butt in. Where is he anyway?” “I don’t know,” said Aunt Petunia unconcernedly. “Not in the house.” Uncle Vernon grunted.
“Watching the news …” he said scathingly. ‘I’d like to know what he’s really up to. As if a normal boy cares what’s on the news — Dudley hasn’t got a clue what’s going on, doubt he knows who the Prime Minister is! Anyway, it’s not as if there’d be anything about his lot on our news —‘
“Vernon, shh!” said Aunt Petunia. “The window’s open!”
‘Oh — yes — sorry, dear …’
The Dursleys fell silent. Harry listened to a jingle about Fruit ’N Bran breakfast cereal while he watched Mrs. Figg, a batty, cat-loving old lady from nearby Wisteria Walk, amble slowly past. She was frowning and muttering to herself.
Translation - Portuguese HARRY POTTER E A ORDE DA FÊNIX
CAPÍTULO 1
DUDLEY DEMENTE
O Dia mais quente do verão até agora estava chegando ao fim e u silêncio sonolento pairava sobre as grandes casas quadradas da Rua dos Alfeneiros. Carros que normalmente estariam brilhando agora estavam empoeirados nos passeios e gramados que uma vez foram verde-esmeralda agora estavam secos e amarelados – por causa do banimento do uso das mangueiras, e detrimento da seca. Privados de lavar seus carros e aparar suas gramas, os moradores da Rua dos Alfeneiros se recolheram à sombra de suas casas frescas, as janelas completamente abertas na esperança de uma brisa inexistente. A única pessoa do lado de fora era um adolescente que estava deitado de costas em um canteiro de flores em frente ao número quatro.
Era um garoto magro, de cabelos pretos e de óculos que possuía um aspecto não muito saudável de alguém que cresceu muito em pouco tempo. Suas calças estavam rasgadas e sujas, sua camisa folgada e desbotada e as solas dos seus tênis, descolando na parte de cima. A aparência de Harry Potter não agradava aos vizinhos, que eram o tipo de gente que acreditava que pessoas maltrapilhas deveriam ser punidas pela lei, mas como ele estava escondido atrás de um enorme arbusto de hortênsia nesta noite, estava fora do alcance visual dos passantes. Na verdade, a única maneira que ele poderia ser visto, seria se Tio Vernon ou Tia Petúnia espichassem suas cabeças para fora da janela da sala de estar e olhasse diretamente para o canteiro de flores abaixo.
No geral, Harry achava que merecia ser parabenizado por sua ideia de se esconder ali. Talvez ele não estivesse lá muito confortável no chão duro e quente, mas, por outro lado ninguém estaria gritando com ele, rangendo os dentes tão alto a ponto de ele não conseguir assistir o noticiário, ou fazendo perguntas desagradáveis, com acontecera todas as vezes e que ele havia tentado assistir televisão com os tios. Quase como se esse tivesse passado através da janela aberta, Vernon Dursley, o tio de Harry, de repente falou. “Fico feliz em ver que o garoto parou de tentar se intrometer. Onde ele está?” “Eu não sei, disse tia Petúnia despreocupadamente. “Não está em casa”. Tio Vernon resmungou. “Assistindo ao noticiário...” ele disse sarcasticamente. “Eu gostaria de saber o que ele realmente anda aprontando. Como se um garoto normal se preocupasse com as notícias – Dudley não tem ideia do que está acontecendo dúvido que ele saiba quem é o primeiro-ministro! Como se houvesse algo que o interessasse nas nossas notícias – “Vernon, shh!” disse Petúnia. “A janela está aberta!” “Ah – claro – desculpe querida...” Os Dursley ficaram em silêncio. Harry ouviu um “jingle” sobre o cereal matinal “Fruit´N Bran” enquanto observava a Sra. Figg, uma senhora idosa louca e amante de gatos das redondezas de Wisteria Walk, passar vagarozamente. Ela estava carrancuda e murmurando para si mesma.
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Bio
Hello everyone!
I’ve been always interested in studying English, I started to study this language since I was a child, but I improved my skills when I had the opportunity to study in Perth - Australia. There I got the Certificate IV in English Proficiency. After that I worked for some years in Flight companies and a ship cruiser, what made me feel comfortable with the language.
I have been teaching English since 2008 and I am graduated in journalism.
Some years owning a small restaurant also gave me some experience in translate menus and food and beverage material in general.
• Mother Tongue: Portuguese
• Fluent: English
• General: Journalism (news, articles); literature (novels, short stories, detective stories, action, adventure, sci-fi, horror); self-development; food and beverage; games (fight, action, strategy, RPG, MMORPG, platform); technical (philosophy, sociology, history, anthropology, linguistic).
Keywords: Portuguese, journalism, literature, tourism, food and beverage
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