O PROFESSOR PDE E OS DESAFIOSDA ESCOLA PÚBLICA PARANAENSE

2008

Produção Didático-Pedagógica

Versão Online ISBN 978-85-8015-040-7Cadernos PDE

VOLU

ME I

I

SECRETARIA DE ESTADO DA EDUCAÇÃO

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE

UNIVERSIDADE ESTADUAL DE MARINGÁ – UEM

PROFESSORA PDE: MÁGDA ETEL GALICIANI

PROFESSORA ORIENTADORA: Ms. ROSÂNGELA A. ALVES BASSO

FÁBULAS: LITERATURA QUE ENSINA E ENCANTA

NAS AULAS DE INGLÊS

Produção Didático-Pedagógica do Caderno

Pedagógico de Língua Inglesa “Gêneros

Textuais Como Instrumento de Ensino-

aprendizagem de Língua Inglesa ”

volume 2 dos alunos PDE – Inglês/2008 do

NRE de Paranavaí

PARANAVAÍ

2008

2

IDENTIFICAÇÃO

PROFESSORA PDE: MÁGDA ETEL GALICIANI

IES: UNIVERSIDADE ESTADUAL DE MARINGÁ

PROFESSORA ORIENTADORA: ROSANGELA APARECIDA ALVES BASSO

TEMA: ABORDANDO O GÊNERO TEXTUAL FÁBULA NO ENSINO DE LÍNGUA

ESTRANGEIRA MODERNA-INGLÊS

SÉRIE DE APLICAÇÃO: 7ª SÉRIE

APRESENTAÇÃO

Esta unidade pedagógica está de acordo com as Diretrizes Curriculares do ensino de

Língua Estrangeira Moderna na qual o ensino de LEM é feito por meio de diversos

gêneros textuais. O trabalho de leitura, compreensão e interpretação dos textos

propostos nesta unidade é a partir da abordagem do interacionismo sócio-discursivo. O

gênero abordado nesta unidade é o gênero narrativo FÁBULA, o qual propicia reflexões

sobre comportamentos e atitudes em contextos educacionais e sociais. Primeiramente o

aluno reconhece o gênero textual a ser estudado, suas características, linguagem, etc.

As fábulas estudadas nesta unidade didática leva o aluno a fazer inferências no texto, a

partir do conhecimento de mundo, transformando-o num cidadão mais crítico e reflexivo

das suas práticas sociais. As atividades propostas contemplam as capacidade de ação,

discursiva e linguístico-discursiva, propostas pelos estudos dos gêneros textuais.

3

SEQUÊNCIA DIDÁTICA

Queridos Alunos!

Esta seqüência didática é muito interessante porque nós vamos tratar de Fábulas (em

inglês – FABLES). Nós vamos ver as principais características desse gênero, como por

exemplo: quem escreveu as fábulas, de onde elas surgiram, para quem elas foram

escritas, qual o objetivo do autor, quem são os personagens das fábulas, qual o

significado de cada personagem, o que é a moral da fábula e para que ela serve, os

verbos e adjetivos, e no final da lição você criará uma nova moral da fábula e fará a sua

própria ilustração.

TRABALHANDO COM O GÊNERO

Você sabe o que é uma fábula? Já ouviu ou leu alguma? O que você acha de contá-la

para seus colegas? E lembre-se que toda Fábula tem uma moral. Que tal você recontar

a fábula com uma moral diferente? Pois, ao final de nossos estudos sobre fábulas você

criará uma moral diferente para as fábulas que você estudará, e você também fará a

ilustração das fábulas estudadas, que será exposta em um mural da escola para a

apreciação da comunidade escolar.

4

FABLE 1

Warm up: Do you know what a Fábula is? Give some examples.

How do you say Fábula in English?

What are the characters of the fables?

What are the characteristics of a Fable? It is a story with…

What do you find at the end of the fables? Why?

1 – Working with dictionary. Find the words in parentheses to complete the text:

http://www.dmoz.org/Society/Folklore/Literature/Tales/Fables/Aesop%27s_Fables/

The Peacock and the Crow

http://www.diaadiaeducacao.pr.gov.br/portals/bancoimagem/frm_buscarImagens2.php

A …………(corvo) is drinking some water from a ……..(lago) when a

………………….(pavão) shows up.

The peacock says: “Look at my………… (penas)! They are ……….(coloridas)

and …………………….(brilhante). I am so …………… (bonito)! I ……….(sou)

magnificent!”

“Are ………… (você) still admiring yourself!?” asks ………… (o) crow.

“Of course, my ………… (amigo). I have golden,…………... (roxo), and

……………(azul) feathers,” says the peacock. “Look at you. You are so very,

very…………….. (preto) and you are ……………..(feio), too!”

“You’re right,”……………… (diz) the crow. “But there’s one thing an ugly black

crow can do, …………….. (mas) you can’t.”

“………………. (e) what is that? Asks the peacock.

“I ……………… (posso) go up to the ……………(céu) and talk to the

……………...(estrelas). I can ……………….… (voar), peacock!”

Moral: Everyone is …………... (especial) in his or her own way.

5

A - What kind of text is this? B - Can you identify some of the characteristics?

2 – Think about the text

http://www.pdclipart.org/displayimage.php?album=search&cat=0&pos=0

A – What is the aim of a Fable?

( ) teach

( ) lie

( ) educate

( ) inform

( ) immoral

( ) moralize

FABLE is a traditional short story that teaches a moral lesson, especially story about animals. Longman dictionary p. 485

Vocabulary Asks – pergunta Says _ diz In his or her own way –a seu próprio modo

6

B – Circle the characteristic of the fable:

Animals dialogue people moral modest narrative

Immoral summary title cruel reference

C – Tick the words mentioned in the fable:

( ) water ( ) crow ( ) tired ( ) peacock ( ) fly ( ) ugly D - Who said what? Write ( P ) for the Peacock and ( C ) for the Crow.

( ) “Look at my feathers!”

( ) “You’re right!”

( ) “Of course my friend.”

( ) “I can fly…!

http://www.pdclipart.org/displayimage.php?album=19&pos=387

Section- Did you know that?

Você sabia que Esopo, um escravo que teria vivido na Grécia, no século V a.C., considerado o maior divulgador de fábulas. No entanto, não se sabe se realmente ele existiu. Ele criava narrativas curtas com figuras de animais fazendo críticas as pessoas e acontecimento de seu tempo. Pode ser que algum adolescente se lembre de Monteiro Lobato, que também escreveu suas versões de algumas fábulas.

7

3 - Thinking about “The Peacock and The Crow” A –The fable “the peacock and the crow” is about:

( ) inveja ( ) amizade ( ) amor ( ) companheirismo ( ) rixa

B - Complete the chart:

C –Answer the questions:

1 – In your opinion, what is the author’s intention?

2 – What is the fable about?

3 – What is the difference between fables and the other texts?

4 – Would you like to be the peacock or the crow? Why?

5 – What is the relation of the moral of the fable with the world today?

D – In group:

1 – Ask to your friend: What is his or her opinion about the fable the peacock and the crow?

2 – Write the name of some fables that you know, their characters, their human

attitude:

Characters

Place

Written to

Author

Moral

8

E – Oral

1- Let’s paraphrase this fable. Retell the story to your friend: 2 – What is the difference between dialogue and narrative?

Let’s Practice 1 – What kind of people do they represent? What are the adjective that we use to describe the peacock and the crow:

Brilliant - Beautiful Ugly - Magnificent Black - Purple

http://www.diaadiaeducacao.pr.gov.br/portals/bancoimagem/frm_buscarImagens2.php

ADJECTIVE: a word that describes a noun or pronoun. Longman dictionary p.19

VERB – a word or group of words that is used to describe an action experience or state. Longman dictionary p.590

Crow Peacock

9

2 – Leia o texto original da fábula The Peacock and The Crow. Grife os pronomes pessoais, circule os verbos e compare com a que você fez no início da unidade: The Peacock and The Crow

http://www.pdclipart.org/displayimage.php?album=19&pos=385

A crow is drinking some water from a lake when a peacock shows up. The peacock says: “Look at my feathers! They are colorful and brilliant. I am so beautiful! I am magnificent!” “Are you still admiring yourself!?” asks the crow. “Of course, my friend. I have golden, purple, and blue feathers,” says the peacock. “Look at you. You are so very, very black and you are ugly, too!” “You’re right,” says the crow. “But there’s one thing an ugly black crow can do, but you can’t.” “And what is that?” Asks the peacock. “I can go up to the sky and talk to the stars. I can fly, peacock!” Moral: Everyone is special in his o her own way.

Modal Verb: CAN CAN is used as: A – ability or capacity

Example: Mary can speak several language

B – possibility

Example: I’m afraid I can’t go to your house

tonight.

C – informal permission

Example: Teacher, can I go to the bathroom?

Affirmative: I can lose weight.

He can run fast

Negative: Full form: I cannot lose weight.

Short form: He can’t run fast.

Interrogative: Can you lose weight?

Can

10

3 – In the fable, the crow can do many things. And you? What can you do?

http://www.dia-a-diaeducacao.pr.gov.br/portals/bancoimagem/frm_buscarImagens2.php

5 – Translate into Portuguese: (The following questions that were used in the fable to express ability ). A – “…one thing an ugly black crow can do…” ( line 10/11 ) ………………………………………………………………………..

B – “I can go up to the sky.” ( line 13)

…………………………………………………………………………

C –– “I Can fly.” ( line 14)

…………………………………………………………………………. STUDY TIP

I can……………………………………………..

I can …………………………………………….

I can………………………………………………

I can …………………………………………….

4 – Like a student. What can’t you do?

( ) I can learn English.

( ) I can’t ride a bike.

( ) I can play chess.

( ) I can’t fight.

( ) I can be funny.

Verb To Be I am You, we, you, they are He, she, it is

Affirmative He is a student. Negative He is not a student. He isn’t a student.(contracted form) Interrogative Is he a student?

11

6 – Circle the correct answer: A – He am / is a good friend. B – I am / are nice and polite. C – My best friend are / is Janaina. D – A rainbow is / are observed when the sun meets water.

E - Everyone is/ are special in his o her own way. FABLE 2

The Frogs and the Well

http://www.pdclipart.org/displayimage.php?album=search&cat=0&pos=21

Two Frogs lived together in a marsh. But one hot summer the marsh dried up and

they left it to look for another place to live in: for frogs like damp places if they can

get them. By and by they came to a deep well, and one of them looked down into it,

and said to the other, “This looks a nice cool place. Let us jump in and settle here”.

But the other, who had a wiser head on his shoulders, replied, “Not so fast, my friend.

Supposing this well dried up like the marsh, how should we get out again?”

Moral: Look before you leap http://www.dmoz.org/Society/Folklore/Literature/Tales/Fables/Aesop%27s_Fables/

12

http://www.pdclipart.org/displayimage.php?album=search&cat=0&pos=34

Key vocabulary words a phrases Marsh – área molhada, tanque, lago pequeno To dry up – secar Damp – molhado, úmido By and by – eventualmente, logo, em pouco tempo Well – poço To settle – viver em um lugar novo To leap/ to jump into – saltar, pular

13

Read the text and do the activities with the help of the vocabulary

A – According to the Fable “The Frogs and the Well.” Mark T (true) or F (false):

B – According the fable “The Frogs and the Well”, mark the correct sentences:

1 – Two Frogs lived separate in a marsh. 2 – They left it to look for another place to live. 3 – This doesn’t look a nice cool place. 4 – One cold summer the marsh dried up. 5 – They came me to a deep well.

C – Compare both fables “The Peacock and The Crow” and “The Frogs and the Well” to do exercise. Match column A to column B. Some can be found in both fables.

( ) Narrative

( 1 ) “The Peacock and The Crow” ( ) Animals

( 2 ) “The Frogs and the Well” ( ) Moral

( ) Dialogue

( ) Two characters

( ) The fable has three frogs ( ) Summer is hot. ( ) The marsh dried up. ( ) They meet a nice cool place. ( ) They jump into in the well.

14

D – Do you Agree with the character’s attitude in both fables “The peacock and The Crow” and “The Frogs and the Well” ?

E – Building your vocabulary: make a list of words related to these two categories in both fables:

1 – nature:

2 – movement:

F – Complete the second column according to the first column: 1 - Who? ( ) It dried up 2 – Where? ( ) One hot summer dried up the marsh.

3 – What did it happen with the marsh? ( ) two Frogs

4 – Why did the marsh dry up? ( ) In the marsh

G – According to the fable “The Frogs and the Well,” answer the Question: 1 – Why did the Frogs decide to move?

2 – Why did they decide not to jump into the well?

3 – When did the marsh dry up?

H – Read the fable again and circle the verbs that you know. And make a list.

Present Infinitive Regulars Irregulars

15

http://www.pdclipart.org/displayimage.php?album=search&cat=0&pos=17

VERB – a word or group of words that is used to describe an action experience or state.

Longman dictionary p. 590 Simple Past: Regular and Irregular Verbs Regular Verb – infinitive + ED or D They played her favorite song. She loved the trip. Irregular verbs are conjugated in the past in different ways. I ate pancakes and drank coke.

16

1 – Look the verbs and write R (regular) or I (irregular). ( ) lived ( ) told ( ) dried up ( ) left

( ) got ( ) came ( ) looked ( ) had

( ) replied ( ) jumped ( ) liked ( ) leaped

2 – What is the past tense of the verbs below:

To play………… To study………….. To like…………… To dry……………

To have………… To leave………….. To come………… To go………….

LET’S HAVE FUN!LET’S HAVE FUN!LET’S HAVE FUN!LET’S HAVE FUN!

http://www.pdclipart.org/displayimage.php?album=search&cat=0&pos=14

Past Tense of Regular Verbs Os regular verbs recebem o acréscimo de -ed ao infinitivo para formar o Past tense.

infinitive Past Tense

To work To talk

worked talked

• Spelling O acréscimo do sufixo –ed ao verbo segue algumas regras: Verbos terminados em:

• e – acrescenta-se –d - to dance = danced • consoante + Y – exclua o Y e acrescente –ied – to study = studied • Consoante + vogal tônica + consoante – dobre a consoante final e acrescente –ed. to stop = stopped

17

1 – Use the verbs from the box to complete the crossword puzzle:

2 - Find in the chart below the past tense form of the following verbs.

LIVE –COME – LEAVE – REPLY – DRY UP – GET – HAVE/HAS - LOOK DOWN - CAN

A E Y U S C A M E S U O P G B M A H A D M A T

C B E U I T M D V A W L I V E D I D F O M L K

E M D A T E Y M K T P K E A I O M A S K Q R X

T A D R I E D U P E O B V B M H D F E R Y K A

G M K O I R T Y J K P S X C V E A I O T F G L

O I S D Z C T Y G V B U P H U I M E A C V K E

T S E L Y F D Q Z X V B I H O J K N M E U T F

F E S U X C G Y P L K B E U R E P L I E D X T

K D F O Y U P O I K M N B R F G H J K X C V B

A E D C R E T U H I O P L B N U J E A C E U A

Z X E U I G O K G M L O O K E D D O W N X K W

18

http://www.pdclipart.org/displayimage.php?album=search&cat=0&pos=16

FINAL PRODUCTION

Write Fables ( in pair or in groups)

Use your imagination. Write a new

end to the fable “The Peacock and the

Crow” or “The Frogs and the Well” ?

19

• Obras Consultadas

ALMEIDA Filho, J.C.P.(Org) “Dimensões Comunicativas no Ensino de Línguas”.In.

Ensinar e Aprender Uma Língua Estrangeira na Escola. Campinas, SP. Pontes Editores. 1993

BRONCKART, J. P. . Atividade de Linguagem Textos e Discursos: por um

interacionismo sócio-discursivo. Tradução de Anna Rachel Machado. São Paulo: Educ.

1999.

CRISTOVÃO, V. L. L., DURÃO,A. B. de A. B., NASCIMENTO, E. L., Ensino de Gêneros

Textuais: O Planejamento Curricular diante dessa Perspectiva Emergente. In: Anais do

X EPLE – Encontro de Professores de Línguas Estrangeiras. Universidade Estadual

de Londrina, p.81-86, 2002.

______________, V. L. L., NASCIMENTO E. L.(orgs). Modelos Didáticos de Gêneros:

Questões Teóricas e aplicadas. In: Gêneros Textuais: teoria e prática. Londrina, 2004.

______________, V. L. L., Modelos Didáticos de Gênero uma Abordagem para o Ensino

de Língua Estrangeira. (UEL),Londrina. 2007

Diretrizes Curriculares de Língua Estrangeira para a Educação Básica. SEED. Curitiba,

Editora Memvavmem, 2008.

FIORIN,J.L.Os Gêneros do discurso. In: Introdução ao Pensamento de Baktin. São Paulo.

SP Ática, p.60-76,2006.

Murphy, Raymond. English Grammar in Use. Cambridge: Cambridge

University Press,1985...

NUTTALL, Christiane. Teaching Reading Skill in Foreing Language. Heinemann

Educational Books Ltd, London,1982.

20

PINTO, Abuêndia Padilha, Gêneros Discursivo e Ensino de Língua Inglesa, .IN:DIONÍSIO

A.P; MACHADO, A.R.; BEZERRA, M.A. Gêneros Textuais e Ensino. Rio de Janeiro:

Lucerna, p.47-57.2005.

ROJO, Roxane Helena Rodrigues. Modos de transposição dos PCNs as praticas de sala de aula: progressão curricular e projetos. In_____(Org.). A pratica de linguagem em sala de aula: praticando os PCNs. São Paulo: EDUC; Campinas: Mercado de Letras,2000, p.27-38. (As faces da linguistica aplicada). SILVA, R.M.Graciotto. Literatura para crianças: a narrativa. In: MENEGASSI, R.José (org). Leitura e Ensino. Maringá, PR . EDUEM. volume 19. pg.145-177. 2005.

• Documentos Consultados On-Line

http://www.dmoz.org/Society/Folklore/Literature/Tales/Fables/Aesop%27s_Fables/ online December 08, 2008.

http://www.dmoz.org/Society/Folklore/Literature/Tales/Fables/Aesop%27s_Fables/ online December 05, 2008.