DA ESCOLA PÚBLICA PARANAENSE 2009...cartoons (desenhos) e funny stories (textos engraçados), tendo como tema o humor. Após a leitura, análise e discussão das mensagens dos textos,

O PROFESSOR PDE E OS DESAFIOSDA ESCOLA PÚBLICA PARANAENSE

2009

Produção Didático-Pedagógica

Versão Online ISBN 978-85-8015-053-7Cadernos PDE

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UNIDADE DIDÁTICA

Ana Cristina Castex (PDE-2009)

Orientação: Regina C. Halu (UFPR)

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Da mesma forma que na língua materna, a compreensão de textos em língua estrangeira também é deficiente, pois normalmente a leitura acontece mais voltada para temas gramaticais, sem a análise reflexiva dos conteúdos e contextualização dos significados. A partir de diversas reflexões, observou-se que uma das metodologias mais apropriadas para alunos de ensino fundamental – tendo como foco principal a compreensão dos conteúdos por um maior número de alunos – é a leitura.

Tendo em vista o contínuo descontentamento dos alunos de ensino médio e fundamental diante do hábito de ler o material proposto na escola, verifica-se que o processo de ensino-aprendizagem acaba prejudicado em sua totalidade, e não somente nas disciplinas supostamente responsáveis por esta atividade, Língua Portuguesa, Comunicação e Expressão, Literatura. Se a leitura fosse absorvida por alunos e professores, da educação infantil ao ensino superior, como uma atitude natural, certamente o nível de conhecimento destas pessoas seria ampliado em grande escala. O caminho percorrido e as metas alcançadas por leitores assíduos são elementos individualizados – representando um processo social - e que, uma vez experimentados, provavelmente farão parte do cotidiano destes leitores. Sendo os gêneros textuais produções empíricas nas mais diversas situações comunicativas, certamente estabelecem relações mais concretas entre leitor e texto. A partir desta constatação, o professor de línguas tem um suporte bastante seguro no que diz respeito a conteúdos, material de apoio e socialização dos temas, ou seja, a utilização de variados gêneros textuais na aplicação do currículo escolar confirma a proposta do letramento social para o aprimoramento do ensino. Sob este ponto de vista, a leitura direciona-se a um de seus principais objetivos: inserção no mundo através da interação do leitor com a cultura e sociedade ao seu redor.

Todas as imagens e textos utilizados nas atividades foram retirados de material fotocopiável, conforme indicado nas referências desta unidade didática.

A partir destas reflexões, a proposta desta unidade didática é apresentar a leitura aos alunos de forma agradável, utilizando três diferentes gêneros textuais: jokes (piadas), cartoons (desenhos) e funny stories (textos engraçados), tendo como tema o humor. Após a leitura, análise e discussão das mensagens dos textos, o professor poderá “aproveitar” as temáticas trabalhadas para desenvolver exercícios de abordagem gramatical e vocabular.

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1. Theme presentation: Você gosta de piadas? Para quem você conta ou contaria uma piada?Onde você lê ou ouve histórias engraçadas? 2. Oral discussion: Você lembra de alguma situação engraçada que aconteceu com você ou com alguém que você conhece? Você lembra de alguma piada?

1. Reading Jokes: Leitura de piadas, observando o vocabulário conhecido (cognatos, palavras de uso frequente) 2. Reading Cartoons: Leitura e análise de ilustrações com temática engraçada. 3. Reading Funny stories: Leitura de textos divertidos sobre temas variados e de interesse dos alunos.

1. Exposição de diversos textos de cada gênero (jokes, cartoons, funny stories). 2. Escolha de 1 texto de cada gênero para leitura e análise. 3. Leitura e análise dos textos a partir do encaminho das perguntas. 4. Discussão sobre as interpretações. 5. Exercícios (grammar, text comprehension, vocabulary).

1. Organização da classe em duplas ou trios. 2. Distribuição dos textos (cada gênero deve ser destacado por uma cor diferente, cada equipe deve escolher 1 texto de cada gênero). 3. Após a leitura dos textos, as equipes devem discutir entre si sobre a compreensão das mensagens, tendo como base as perguntas de encaminhamento. 4. Troca dos textos com outros grupos. 5. Discussão no grande grupo sobre a compreensão dos textos (mensagem, vocabulário). 6. Apropriação dos temas para comparação com situações reais dos alunos. 7. Desenvolvimento de atividades (grammar, text comprehension, vocabulary).

1. Os textos selecionados atendem ao que foi solicitado? Verificar se os alunos demonstraram interesse pelo material escolhido. 2. Durante a discussão e após a leitura: verificar se os alunos demonstraram compreensão da mensagem do texto. 3. Foi possível chegar à compreensão do vocabulário dos textos? Os alunos consideraram os textos engraçados? 4. Adequação dos textos apresentados; recursos utilizados; envolvimento dos colegas; discussões; entrosamento.

Teacher’s Tips: Lembre-se de que a compreensão dos textos pode variar de acordo com a realidade sociocultural dos alunos. Procure analisar e respeitar a leitura de cada um propondo discussões diferenciadas.

* Imagens Clipart

PRESENTATION

EXPLORING THE THEME

STRATEGIES

ACTIVITIES

AVALIATION

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CARTOONS

a. Qual é o tema da ilustração? b. Quais são as palavras semelhantes ao português? c. O que o inventor costumava criar? d. Quem faz parte da cena? e. Onde eles estão? f. O que aconteceu?

a. Onde estão as pessoas da cena? b. Qual a relação entre elas? c. Em que período do dia acontece o diálogo? d. Você acha que a conversa está sendo gentil? e. Quais as palavras que você já conhece?

1. The inventor

* WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 24.

2. The drunk man


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a. Onde estão essas pessoas? b. Elas se conhecem? c. O que elas representam? d. O que o senhor de preto está procurando no Atlas? e. Qual é o elemento estranho à situação?

a. Por que Peter está do lado de fora da escola? b. Ele está feliz ou triste? c. Qual é a pergunta da ilustração? d. Onde está a resposta? e. Qual seria a sua resposta?

3. World Conference

* WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 31.

4. Peter at school


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a. Quem são as pessoas da cena? b. O que aconteceu com um deles? c. O que você acha que o outro falou? d. Essa situação seria natural para nós? e. O que você diria em uma situação assim?

a. Onde está o homem da imagem? b. O que ele está fazendo? c. Quais são as orientações da sinalização? d. O que acontece no desfecho? e. Qual é a mensagem final da sinalização?

5. Bless you


6. Crossing the street


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a. Onde está acontecendo a cena? d. Qual é o motivo desta reação? b. Quem está envolvido com a e. Como poderia ser um final situação? diferente para a cena? c. De quem é a reação mais evidente?

a. Onde estão as pessoas da imagem? b. Quem é o profissional do lugar? c. O que pode ser destacado com relação ao cliente? d. O que ele foi fazer no ambiente? e. Qual é a pergunta feita ao profissional?

7. At a restaurant


8. At the barber shop


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a. Quem são as pessoas da cena? b. Onde elas estão? c. O que aconteceu com a criança? d. Qual é a expressão do homem? e. Por que ele está assim?

JOKES

a. O que Peter está fazendo? b. Onde ele está? c. Que pergunta Mrs. Burns pergunta a ele? d. Como Peter está se sentindo?

1. At the doctor’s office

- Doctor, my son has swallowed a bullet. - Well, don’t point him at me!* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 8.

2. Peter and Mrs. Burns

Peter had a very large garden and he had been digging it for about five hours when Mrs. Burns came along. - Oh, hello, Peter. What are you growing? The sweat was running down Peter’s face. He looked up and said: - Tired!* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 12.

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a. O que aconteceu na cena? b. Quem está envolvido na situação? c. Qual foi a solução proposta pelo homem? d. Qual foi o comentário da senhora?

a. Qual a relação entre as pessoas da cena? b. Como o homem está se sentindo? c. Qual é a atitude da mulher? d. Por que o homem está relutante em ir à escola? e. Por que ele precisa ir à escola?

3. The old woman’s cat

A motorist ran over an old lady’s cat and killed it. - I’m very sorry, said the motorist. I’ll replace your cat, of course. - Very well, but I hope you’re good at catching mice.* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 13.

4. The headmaster

- I’m not going to school today. The teachers don’t like me. The children hate me and the caretaker is rude to me. - But you have to go for two very good reasons. - What are they? - You’re forty years old and you’re the headmaster!* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 22.

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a. Onde está o homem da cena? b. Qual é a expressão dele? c. Por que ele teve essa reação?

a. Quem são as pessoas da cena? b. Carol já conhecia o homem? c. O que o homem oferece a ela? d. Qual é a resposta dela?

5. The fat man

- My husband is very upset about his weight. - Why? - Yesterday he decided to weight himself, so he stood on the talking weighting-machine in the town centre. - What did it say? - One at a time, please!* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 48

6. Alone in a restaurant

Carol is sitting alone in a restaurant. A man leaves his table and comes over to her table. - Would you like a little company? - Why? Would you have one to sell?* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 44.

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a. Onde estão as pessoas da cena? b. O que acontece com um deles? c. Qual é a orientação do outro homem? d. Qual a reação do primeiro?

a. Quem está na cena? b. O que a mulher tem nas mãos? c. O que a criança pede à mulher? d. Qual foi a resposta dada à criança?

7. Being tired

- Doctor, when I’m tired I sometimes see two of everything. - Sit on the sofa, please. - Which one?* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 54.

8. On the beach

- Mom, can I go into the sea? - No. - Why not? - Because the sharks swimming in these waters are dangerous. - But dad is already in there. - Yes, darling. But he’s insured!* * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999. p. 62.

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FUNNY STORIES

a. Qual é a idade de Amanda Gardner? b. Qual é o motivo da festa? c. Onde está acontecendo a festa? d. Quem está conversando? e. Qual é o assunto da conversa? f. Qual o desfecho da conversa?

1. Boys and Girls Amanda Gardner was eighteen. Her parents decided to have her birthday party in a hotel. About two hundred people came to the party. An old woman was staying in the hotel. She heard the music and came into the party room. The young boys and girls were dancing in the middle of the room. The old lady sat down and watched. Then she said, “When I was young, parties were different. It was very easy to tell who was a boy and who was a girl. Today it is very difficult to tell who is a boy and who is a girl.” The person sitting next to her said nothing. The old lady continued, “When I was young, boys wore trousers and girls wore dresses. Look at that girl over there. She’s wearing boy’s jeans.” The person sitting next to her said nothing. The old lady continued, “When I was young, boys had short hair and girls had long hair, so it was very easy to tell who was a boy and who was a girl. That girl’s hair is very short. It’s a boy’s haircut.” The person sitting next to her said nothing. Then the old lady said, “Do you think she is a boy or a girl? It is very difficult to tell, isn’t it?” The person sitting next to her said, “No, It is very easy for me because that girl is my daughter.” The old lady was very embarrassed and said, “Oh dear. I’m sorry. I didn’t know you were her father.” The person sitting next to her replied, “I’m not her father. I’m her mother.”* * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 49.

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a. Qual é a dúvida do bebê urso? b. Com quem ele está conversando? c. Quais são as características de um urso polar? d. O que o bebê urso está sentindo?

2. The Polar Bear

One day a baby polar bear and its mother were standing in the snow at the North Pole. It was snowing and a cold wind was blowing. The baby polar bear looked at its mother and said, “Mother, am I really a polar bear?” “Yes, of course you are, son. You are a beautiful polar bear,” she said. After a few seconds the baby polar bear said, “Are you sure, mother?” “Of course I’m sure. Look at your fur. Isn’t it thick?” “Yes, mother.” “And your fur is white like the snow, isn’t it?” “Yes, mother.” “And you can swim in the cold sea, can’t you?” “Yes, mother.” “And you can catch fish, can’t you?” “Yes, mother.” “And you have sharp teeth for eating meat, haven’t you?” “Yes, mother.” “And you have hair on your feet to help you walk on ice, haven’t you?” “Yes, mother.” “And all the other animals are frightened of you, aren’t they?” “Yes, mother.” Then the mother polar bear said, “So, son, I am sure you are polar bear. Why do you ask?” The baby polar bear looked up and said, “Because I’m freezing cold.”* * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 59.

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a. O que Henry Leech vende? b. Onde ele foi fazer uma demonstração? c. Com quem ele falou? d. Qual foi a reação da pessoa? e. O que Henry prometeu fazer? f. Qual foi o desfecho da conversa?

3. The Salesman Henry Leech was a salesman. He sold vacuum cleaners. He was a good salesman and he sold lots of vacuum cleaners. One week the manager sent Henry into the countryside. He drove out of town and stopped at a farmhouse. He knocked at the door and the farmer’s wife opened it. Henry started talking immediately. “Madam, how much time do you spend sweeping the floors of this house?” “A lot of time. This is a farm. The floors get dirty quickly,” she replied. “And how much time do you spend beating the carpets?” “A lot of time. My husband always forgets to take off his boots.” “And how much time do you spend cleaning the sofa and armchairs?” “A lot of time. The dog always sits on them,” she replied. Henry smiled at the farmer’s wife and said, “Madam, this is your lucky day. I am going to show you something that will change your life.” Henry showed her his vacuum cleaner and said, “You can clean the house in minutes with this machine.” The farmer’s wife did not look interested. Henry took out a big bag. It was full of dirt and very small pieces of paper. He opened the bag and threw the dirt and paper over the floor and carpets of the farmhouse. The farmer’s wife was very surprised. Before she could speak, Henry said, “Madam, if this machine does not pick up all the dirt and paper, I will eat the dirt and paper.” The farmer’s wife looked at Henry and said, “I’ll get you a spoon. My house doesn’t have any electricity.”* * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 60.

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a. Qual a idade de Mr Green? b. Que tipo de negócio ele tem? c. Onde ele está agora? d. Quem está com ele? e. Como estão estas pessoas? f. Qual a preocupação de Mr Green?

4. The Shopkeeper

Mr Green opened a grocer’s shop when he was twenty years old. For sixty-five years he worked in the shop every day. He worked very hard and he never took a holiday. One day Mr Green was ill. He stayed in bed. The doctor came and examined him. He said to Mr Green’s family, “He is very ill. I’m sorry. There is nothing I can do. He will die soon.” Mr Green’s family went into the bedroom after the doctor left. They stood around the bed. Mr Green’s eyes were closed. After a few minutes he started to speak in a quiet voice. He said, “Are you here, Jane?” “I’m here,” said his wife. She was crying softly. Then Mr Green asked, “Are you here, Toby?” “I’m here,” said his eldest son. He tried not to cry. After a few seconds Mr Green said, “Are you here, Mary?” “I’m here, father,” said his eldest daughter. She was also crying. Mr Green asked, “Are you here, John?” “I’m here,” said his youngest son. He touched his father’s hand. After a minute, Mr Green said, “Are you here, Lorna?” “I’m here, father,” said the youngest daughter. Her eyes were red. Suddenly Mr Green opened his eyes. He was very weak but he lifted his head and shouted, “Then, who is looking after the shop?”* * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 61.

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a. Quais são as características de John? b. Com quem ele mora? c. Onde ele estuda? d. O que ele contou à mãe? e. Quem foi visitar a família? f. O que a mãe de John pediu a ele?

5. The Proud Mother John was a very intelligent young boy. His parents were ordinary people who did not have much money, but John won a scholarship to a very famous private school. Most of other boys came from very rich families. John’s parents had left school when they were very young so they were not very well-educated. Quite often John came home from school and used long words that his mother and father did not understand. One day he returned from school and said to his mother, “Mum, may I relate to you a narrative?” “What is a narrative?” she asked. “A narrative is a tale, a kind of story, mother.” “Oh, I see,” said the mother. “So John told her a long tale about a king who wanted to be a bird. It was such a long story that it was time to go to bed when he finished. As John was leaving the room he said to his mother, “Shall I extinguish the light?” “What does ‘extinguish’ mean?” his mother asked. “To ‘extinguish something’ means to ‘put something out’,” said John. “Oh, I see,” said his mother. “Yes. Put the light out.” The next day John’s mother was very nervous. The headmaster was coming to have tea at their house to talk about John’s excellent progress. John’s mother wanted to sound like an educated woman. The headmaster arrived. John’s mother gave him a cup of tea and one of her homemade pies which she had spent all morning baking. The pies were just out of the oven and they smelled delicious. John, his mother, and the headmaster sat down together. While they were eating, the family dog became excited by the smell of the pies. It began to bark and jump up and down. John’s mother wanted to impress the headmaster so said to John, “John, take the dog by the narrative and extinguish it.” * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 77.

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a. Quem é Charles Dupont? b. Quantas obras ele produziu em 20 anos? c. Qual era a profissão do pai dele? d. A quem ele deu as obras para vender? e. Quanto tempo ele decidiu esperar para vender as obras? f. Quem comprou as obras? g. Que pergunta o comprador fez ao dono da galeria?

6. The Artist Charles Dupont was an unknown French artist. He was an extremely talented artist but he painted very slowly. In twenty years Charles had only produced forty paintings. Most people agreed that the quality of his paintings was excellent, but nobody offered Charles much money for them. Charles did not want to sell them cheaply so he kept all of them in his studio. One day Charles was feeling depressed so he took a long look at his life. After some time he came to the decision that it was time to give up his life as an artist and do something different. He decided to sell all his paintings. Charles’s father was a baker in a small village. He was getting old and he needed help. As the only child, Charles thought that he would return home and help his father run the bakery. People might not buy his paintings but surely they would buy his bread. Charles took his forty paintings to a friend who had an art gallery. His friend agreed to help Charles sell his paintings by exhibiting them in the gallery. However, if they had not been sold in three weeks, Charles would have take them back. Each day Charles went to the gallery after it closed, but each day he was disappointed. None of his paintings had been sold. On the twenty-first day he met his friend at the gallery door. His friend said, “Do you want the good news or the bad news first?” Charles was excited and asked for the good news. “Earlier today a man came into the gallery and asked if your paintings would increase in value when you were dead. When I told him that they would probably be worth ten or twenty times as much as they are now, he bought them all.” “Wonderful!” Charles cried in delight. “Now what’s the bad news?” “The man was your doctor.”*


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a. Onde está Andrew Wilson? b. Com quantas pessoas ele conversa? c. Quais são as características de cada uma delas? d. Por que Andrew fica surpreso? e. O que difere a última pessoa das outras?

7. Old Age

Andrew Wilson was visiting a home for old people. He went up to an old man who had a very long white beard and said, “Can I ask how old you are, sir?” “Ninety-six,” replied the old man. “Why do you think you have lived so long?” asked Andrew. “I don’t smoke. I don’t drink beer or wine.” At the other side of the room Andrew saw a man who looked older. He went up to the man and asked politely, “Can I ask how old you are, sir?” “Ninety-nine, replied the old man.” “Why do you think you have lived so long?” asked Andrew. “I don’t smoke or drink. And I am not married,” he said. A nurse came into the room. She was pushing a very, very old man in a wheelchair. Andrew said to the man, “Can I ask how old you are, sir?” “One hundred and ten years old,” replied the old man. “Why do you think you have lived so long?” asked Andrew. “I don’t smoke or drink. I am not married and I never eat meat.” In the corner of the room Andrew saw a very, very, very old man. He had no hair, no teeth and he could not see or hear very well. “Why do you think you have lived so long, sir?” Andrew asked. “I smoke forty cigarettes every day, I drink five bottles of wine. I have twenty children. I only eat meat and chocolate. I never eat fruit.” Andrew was very surprised and said, “And how old are you, sir?” The man said slowly, “Thirty-five years old.”* * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 58.

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a. Onde Linda Robinson entrou? b. O que ela foi fazer lá? c. Quem estava no lugar? d. Quais perguntas ela fez a uma das pessoas? e. O que ela fez após as perguntas? f. O que aconteceu com ela? g. Qual foi o desfecho da situação?

8. The Dog Linda Robinson was very thirsty so she went into a café. There was an old woman in the café. She was sitting at a table near the door. At her feet, under the table, there was a small dog. Linda bought a large glass of lemonade and some biscuits. She sat down at her table next to the woman. The old woman sat quietly. She looked lonely. Linda decided to talk to the old woman. She said, “It is very hot today.” “Yes, but it is nice and cool inside the café,” replied the old woman. Linda looked at the little dog and she asked, “Does your dog like people?” “Oh, he is very friendly.” Linda wanted to give the dog one of her biscuits so she asked, “Does your dog like biscuits?” “They are his favorite food,” said the woman. Linda was afraid of dogs so she said, “Does your dog bite?” The old woman laughed and said, “No. My dog is very tame. He is afraid of cats.” Linda took a biscuit from her plate and she put it near the dog’s mouth. However, the dog didn’t bite the biscuit, it bit Linda’s hand. Linda jumped out of the chair and screamed in pain. In an angry voice, she shouted at the woman, “You said that your dog didn’t bite.” The old woman looked at Linda and at the dog. Then she said, “That’s not my dog.”* * WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. p. 52.

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REFERÊNCIAS

* WOOLARD, George. Lessons with laughter: Photocopiable lessons for different levels. Hove: LTP, 2002. * WOOLARD, George. Grammar with laughter: Photocopiable exercises for instant lessons. Hove: LTP, 1999.

Documents

DA ESCOLA PÚBLICA PARANAENSE 2009...cartoons (desenhos) e funny stories (textos engraçados), tendo como tema o humor. Após a leitura, análise e discussão das mensagens dos textos,