INTERVENÇÃO PEDAGÓGICA NA ESCOLA

PRODUÇÃO DIDÁTICO – PEDAGÓGICA

UNIDADE DIDÁTICA

DADOS DE IDENTIFICAÇÃO

PROFESSORA PDE: Marlene Knaut

Área PDE: LEM – Língua Inglesa

N.R.E.: Núcleo Regional de Educação de Pitanga

Professora Orientadora IES: Caroline Hagemeyer

IES vinculada: UNICENTRO – Universidade Estadual do Centro – Oeste

Escola de Implementação: Centro Estadual de Ecucação Básica para Jovens e

Adultos (CEEBJA) Casturina Campanharo Bonfim

Público objeto de intervenção: Alunos do Ensino Médio do CEEBJA – Casturina

Campanharo Bonfim.

UNIDADE DIDÁTICA

ANÁLISE CRÍTICA DO DISCURSO

TEXTOS PUBLICITÁRIOS

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English should be a means of interaction, and access from one culture to another, an

opportunity to understand and reflect upon your own culture, your own citizenship...

Dear teacher!

It is a great pleasure that I am writing to you. Welcome to this Unit!

In times of change, there are many challenges teachers face in their

job. One of them is to deal with “Diretrizes Curriculares para o Estado do Paraná

(DCEs)”, 2008, which focus on text/discourse and the notion of building citizenship.

This material is an effort to extend the research field of text /discourse

analysis from studies in which focus has been on reading comprehension and

analysis of Written advertisements (ADs), in a critical way.

This unit analyzes five advertisements, whose purpose is to provide

reflective activities and their implications for an effective communication.

It is a result of a reading research based on important authors, such as:

Freire, Heberle, Halliday, Meurer, Ribeiro…

Lastly, my appeal for you is: make a previous reading of the material,

share ideas, check doubts with other teachers. And teacher: try to work each topic

with enthusiasm, in order to provide students self – assurance, self – esteem,

enjoyment…

LET’S IMPROVE OUR KNOWLEDGE TOGETHER!!!

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Caro aluno!

Nas páginas que seguem, você estará em contato com um material

especialmente pensado e elaborado para você , com o objetivo de desenvolver uma

visão crítica a ser exercitada em todos os momentos de sua vida, a começar pela

leitura de textos em sala de aula, no nosso caso, em Língua Inglesa.

O presente trabalho destina-se especialmente aos alunos do Centro

Estadual de Educação Básica para Jovens e Adultos (CEEBJA), Ensino Médio, do

município de Pitanga – PR, podendo também ser utilizado em outras situações,

como no ensino regular.

Priorizou-se o gênero “propaganda”, por estar presente

constantemente em nossas vidas, levando-nos muitas vezes, ao consumismo

compulsivo, exagerado e até mesmo, à aceitação de ideologias questionáveis.

Pretende-se também, explorar o que de positivo os textos nos apresentam, bem

como os aspectos lingüísticos,os diversos recursos utilizados que nos auxiliam a

entendê-los melhor, num processo de desconstrução e reconstrução de

significados.

Que nossas aulas sejam prazerosas, interativas, e que as práticas nos

levem à ampliação do conhecimento, compartilhando experiências, aprendendo a

valorizar e respeitar a cultura do outro, e acima de tudo, alcancemos nosso tão

almejado objetivo: “UM NOVO JEITO DE LER UM TEXTO EM LÍNGUA INGLESA.”

Bom trabalho!

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READING AND UNDERSTANDING TEXTS

LET’S READ AN ADVERTISEMENT IN A CRITICAL WAY…

ADVERTISEMENT 1 A CIGARETTE AD

PRE – READING

LET’S TALK A LITTLE BIT ABOUT CONSUMERS, CONSUMERS GOODS AND

COMPULSIVE CONSUMERS!

TASK DISCUSS IN GROUPS OF 3:

Why do people buy certain products?

Do you buy just the absolutely necessary things?

Have you bought any product just because you saw an advertisement run by

the media?

Was it the advertisement that convinced you? How did it happen?

Each group presents the conclusions for the whole group.

READING ACTIVITIES

TASK 1:

Let’s have a quick look at the advertisement below:

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(Blow in her face

and she’ll follow you

anywhere).

www. 10ad.org/tipalet

TASK 2:

Read and answer in your sheets:

What is the product being sold?

What is the main message in this ad? What seems the people like? (young,

fashionable, happy?)

Is the woman feel involved by the man? Why?

Who, do you think, developed the ad?

Do you believe in the power seduction when the man bellows smoke at the

woman’s face?

Would you like to buy this product? (yes/ no/ why?)

Is it good for your health?

Do you think that the author is a smoker? Why?

Do you agree with ads for this kind of product? Give your opinion.

Who is the hit audience?

TASK 3:

Look at the ad again (picture and words) and complete the informations:

a) cigarette brand: ________________________

b) the main appeal: ___________________________

c) the target audience: __________________________

d) the main ad sentence: ____________________________

e) the verb that shows woman mental process 1: _________________________

f) the verb that shows man material process 2: __________________________

g) the adverb used to show any place to go / to stay: ______________________

(processo existencial)

h) the probable author: ______________________________________________

i) personal pronouns to emphasize the ad and to seduce young people: she / you

TASK 4:

Read the sentences and write (T) TRUE or (F) FALSE:

1 Processo mental, refere-se a verbos que lidam mais com sentimentos, desejos, afeição, nesse caso presentes na mulher, que segue a ação/intenção masculina.

2 Processo material, também representado por verbos, que têm a função de externar a intenção de um participante que tende a agir, criar uma situação concreta (material), que vai conduzir a uma outra ação mental, sentimental. (Adaptado de Halliday, 2004).

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( ) Blow is an imperative verb, common in the advertisements.

( ) The product gives health benefits.

( ) One purpose of the imperative verbs is to convince, to seduce people to buy /

to do something.

( ) The term she’ll is an abbreviation for the verb will, meaning future intention,

desire.

( ) The couple are far way.

( ) The couple are close together.

( ) According to the ad, “TIPALET” smoke, draw the young woman to do many

good things.

( ) Genre: advertisement.

( ) The main sentence is short.

( ) Smoking is bad for the brain.

( ) The sentence is in the third person.

( ) Context of culture: smoke ad, for middle class.

( ) Written text + emotion picture (psychological approach) are strong in the ad.

( ) Smoking ad is an ironic suggestion.

TASK 5: What important information(s) is missing in the ad? Write in LE or in your

own LA.

________________________________________________________________

________________________________________________________________

CLOSING ACTIVITIES

TASK 1: Look at the box and choose a word to complete each sentence:

a) Smoking _______________________ your health.

b) Please, don’t _______________ in this room.

c) Chemical _______________________ in the cigarettes damage your health.

d) We all can _____________________ people to stop smoking.

e) ____________________ are bad for everybody.

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smoke - cigarettes – encourage – cancer – substances –

advertisement - damage.

f) ____________________ can cause heart attacks, lung disease, wrinkles and

ever __________________________.

g) This _________________ entices young people into the habit of smoking.

TASK 2: BE CREATIVE AND MAKE INTERESTING POSTERS ABOUT

CIGARETTES DAMAGES.

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ADVERTISEMENT 2: HAVE YOU EVER HEARD ABOUT HOW SMOKERS CAN

STOP SMOKING?

FUN TIME

TASK: PRE – READING: In pairs, talk about the question of ADVERTISEMENT 2,

and give your opinion to the whole group.

PREDICTION ACTIVITY (think about)

TASK 1:Do you know something about NICORETTE?

I’ll give you five (5) guesses.

Try to predict and mark the answers, according to your prediction…

NICORETTE is:

a. ( ) a cigarette brand

b. ( ) a synonym for tobacco

c. ( ) a kind of gum

d. ( ) a name you can give for smoke addicts.

e. ( ) a toxin

TASK 2: Tick the words that belongs to the same group:

( ) smoke ( ) lungs ( ) brain ( ) hands ( ) gum ( ) bread ( )

bloodstream

TASK 3: Now, write 2 sentences with the words that you choose in the exercise 3.

__________________________________________________________________

__________________________________________________________________

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“It’s the only place they’re allowed to advertise any more.”

READING ACTIVITIES

TASK 1. Read the text below and check your gains: Were you successful? Brave!

HOW NICOTINE CAN HELP FREE YOU FROM NICOTINE

When you smoke

nicotine goes right to your lungs

and then to your brain.

And the more you smoke,

the more you want it.

When you want to stop smoking,

and you chew Nicorette gum,

you get just enough nicotine

into your bloodstream

to help cope with your cravings.

You don’t get the dangerous tars,

and toxins and carcinogens

you get from cigarettes.

And your cravings get fewer and fewer.

And the less Nicorette you need

the less you use.

Until you use none.

And none is a wonderful number.

TASK 2: Underline the words that you don’t know and check the meanings.

TASK 3: Find and circle an adjective.

TASK 4: Which words are repeated in the text? Copy them. __________________

Which one is more repeated? What’s the purpose? _________________________

TASK 5: Think and answer: (be sincere)

a. Do you believe the Nicorette gum effects? Why? ________________________

b. In your opinion:

Is there another way to stop smoking? ___________________________________

c. Is it possible to stop smoking without chew Nicorette gum? ________________

d. Pay attention on the first sentence ad.

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http://en.wikipedia.org

Make your comments in your LM. _______________________________________

e. Write three reasons to stop smoking, according to the text. ________________

f. Why for the author ad, “none is a wonderful number?” ____________________

g. Is there a similar product in Brazil? ___________________________________

TASK 6: Linguistic aspects

a. The main pronoun used is ___________________.

Can you explain why? ____________________________________.

TASK 7: Read the text again and then, complete the box: (compare ad 1 with ad

2):

CAMPO (field)

Qual é o tópico do texto?

O está acontecendo?

RELAÇÃO (tenor)

O que está envolvido na

criação do texto e qual a

natureza da relação dos

envolvidos? Quem são os

envolvidos?

MODO (mode)

O texto, a linguagem é

escrita, oral, verbal

e/ou não verbal?

formal/informal?

TASK 8: Encontre duas características comuns dos textos.

___________________________________________________________________

___________________________________________________________________

TASK 9: Analise e marque as características que estão presentes nos textos:

Falsa ideologia: ( ) ad 1 ( ) ad 2Ação alienada: ( ) ad 1 ( ) ad 2Postura crítica: ( ) ad 1 ( ) ad 2Mascara a realidade: ( ) ad 1 ( ) ad 2Participante ativo: ( ) ad 1 ( ) ad 2Participante passivo: ( ) ad 1 ( ) ad 2

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Texto(ad 1)

Texto(ad 2)

e. Preencha o diagrama abaixo com os principais verbos utilizados no texto:

f. Circunstâncias:

Como você classificaria as palavras abaixo, utilizadas no texto (ad 2). Sublinhe.

When advérbio verbo pronome

and conjunção preposição nome

Observe – Importante saber!

when – leva a uma ação, gerando uma conseqüência.

and – funciona como elemento conectivo, reforça uma idéia.

Há outros elementos que respondem às perguntas: Why? How? How many?

Copie e explique.

CLOSING:

TASK 2: TRY TO WRITE SOME SLOGANS (repeated phrase which is used in

advertising) concerning ad 2.

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VERBS

ADVERTISEMENT 3

PRE READING

TASK 1: Read the message below and give your opinion:

“It is so important to take care of our body as we take care of our souls.”

- Do you agree or disagree?

Why do? Why don’t?

TASK 2: Now, let’s see the same message, organized in reverse order:

“It is so important to take care of our souls as we take care of our body.”

Comparing messages:

- Do you think the effects are the same? Why? Which one do you prefer?

TASK 3: Do you remember the parts of the body?

In groups of three, try to write some of them, according to the drawing:

TASK 4: Just for thinking about:

Have you been taking care of your body?

Which part of your body do you like most? Why?

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READING

TASK 1: Take a look at the picture below:

TASK 2:

Do you have any idea about “nose smile”?

Try to predict what is about … Discuss in pairs.

TASK 3:

Now, look at the picture again, and read the text beside:

a. What’s the drawing and the statement suggestion?

b. Were you successful in your prediction?

TASK 4:

Now, read all the text around and tick what is true:

O produto anunciado é utilizado para:

( ) eliminar qualquer tipo de odor

( ) aliviar os sintomas da gripe

( ) evitar espirros em pessoas alérgicas

( ) clarear ambientes escuros

( ) eliminar qualquer tipo de mofo

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(adaptado de: Exames Supletivos de

Conclusão – E.F. – Fase II)

Criativity is the main ability for an advertiser, in order to persuade

people to buy something.

( ) amaciar roupas, após serem lavadas

TASK 5: Complete o quadro abaixo, tendo como referência o texto e o desenho:

Nome do produto:Verbos utilizados:Tempos verbais:Advérbio de lugar:Palavras cognatas:Elementos coesivos (connectors):

TASK 6: Observe:

“ If you use Febreeze all around, you will make smile ear to ear.”

É uma frase que estabelece uma condição de bem estar para o seu nariz, para sua

saúde.

Você já ouviu falar sobre este produto? Você o usaria? Por quê?

___________________________________________________________________

___________________________________________________________________

TASK 7:

Let’s analyse ad 3 a little more:

a. Quantas vezes o pronome you foi utilizado?______________________________

b.Qual seria a intenção do autor?

___________________________________________________________________

___________________________________________________________________

c. O que você entende por: “... smile ear to ear ...”?

___________________________________________________________________

d. Copie os verbos que foram utilizados para reforçar a ação, a eficácia do produto:

___________________________________________________________________

e. Qual seria o público alvo desta propaganda? Quem seria o/a provável autor?

___________________________________________________________________

f. Em sua opinião, o autor da propaganda foi criativo? Comente:

__________________________________________________________________

__________________________________________________________________

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TASK 8:

Unscramble words and make conditional sentences: Observe:

if + present = future

we / go / invite / you / if / will / you.

___________________________________________________________________

hungry / will / be / I / eat / don’t / If / I

___________________________________________________________________________

study / hard / I / If / exam / pass / will / I / the

___________________________________________________________________

TASK 9:

Be creative and complete the sentences using conditional verbs:

a. If I study a lot, I will _______________________________________.

b. If you use “Febreeze” you will ______________________________.

c. If you take care with the planet, you will ______________________.

d. If we like ourselves, we will _________________________________.

e. If you love your life, you will _________________________________.

f. If you like your body, you will ________________________________.

g. If I need to buy something, I will ______________________________.

CLOSING

Homework

Converse com as pessoas em diversos ambientes (escola, casa, espaço de

trabalho, comunidade) . Pergunte que tipo de produtos elas costumam usar para

limpeza e para higiene pessoal. Destaque os nomes que você acha que são

escritos em Inglês, pelas características próprias do produto (letras dobradas, n do

final do nome, etc.)

Examples:

Dove – nome do sabonete

Easy – Off – nome de produto de limpeza de fornos

Super Clean – nome próprio de produto de limpeza

Close up – creme dental

Raid – nome próprio de inseticida de uso doméstico

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Paper towel – toalha de papel para limpar / secar

Toilet – paper – papel higiênico

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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ADVERTISEMENT 4:

PRE READING

TASK 1: A POEM – Just for reading and enjoying it:

BeautyBeauty is a pretty faceBeauty is a brand new vaseBeauty is lovely hairBeauty is an oak wooden chairBeauty is a graceful smileBeauty is a great sense of style… www. poemsabout.com/beauty

TASK 2: Read the words in the box and complete the short sentence:

“ _________________ never _____________ easier than ____________.”

TASK 3: Copy from the poem, a sentence that you like most:

_________________________________________________

TASK 4: Let’s talk about:

- What is beauty for you?

TASK 5: Write the names of beautiful people that you know.

___________________________________________________________________

___________________________________________________________________

TASK 6: What do you think about beauty products? Do you think they can help

people to be more beautiful? Do you believe in the power of this kind of products?

___________________________________________________________________

___________________________________________________________________

TASK 7: What kind of beauty products do you like / do you wear?

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Beauty nowadays get

READING

TASK 1: Look and read at the advertisement below:

TASK 2:

Now, answer:

- Which product is being sold? ____________________________________

- Who should buy this product? __________________________________

- Are there positive / special effects for consumers to consider?

____________________.

- What is the target audience? __________________________________

- Do you like lipsticks? Yes / No. Why? ___________________________

- What kind of genre is the text? _________________________________

- Describe the woman of the ad. Is she beautiful? Attractive? How is she

presented?

___________________________________________________________________

___________________________________________________________________

- Do you know her? Is she famous? What does she do?

__________________________________________________________________

- What is/are the important information is/are missing? ___________________

TASK 3:

Guess:

- What is the lipstick brand? _____________________________________

- How much does it cost? ________________________________________

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- Is it cheap or expensive? _________________________________________

TASK 4: For thinking about and discuss:

- What is the main appeal in this ad?

- Copy the three short appeal sentences.

_______________ ____________________ __________________

- What is the verb tense? __________________________________________

- Would you like to sell beauty products? Give reasons.

_____________________________________________________________

TASK 5: ANALYZING LINGUISTIC ASPECTS

a. Which verbs are in the Imperative form? _________________________________

b. What’s the purpose? ________________________________________________

c. In ads, the Imperative verbs are used to convince / seduce people to consume.

Everyday we can read these kind of verbs in ads, associated with interesting images.

TASK 6: Match the columns and make some commons ads:

(1) Drink ( ) your Zoomp Jeans, now!(2) Use ( ) coke and feel great!(3) Run ( ) two and take three.(4) Slide ( ) to the shopping Curitiba(5) Go ( ) AVON products!(6) Take ( ) in five payments(7) Buy ( ) it up(8) Put ( ) to Vanilla’s market(9) Pay ( ) it shut(10) Snap ( ) it on(11) Be ( ) sun block on(12) Click ( ) a little closer(13) Come ( ) your money – open a current account here: (a bank)(14) Save ( ) here to visit our close up site(15) Put some ( ) an AVON Representative(16) Make ( ) for a campaign against cancer(17) Discover ( ) the great classics of cinema(18) Protect ( ) your car more desirable(19) Walk ( ) your children’s injure with Band – Aid(20) Prepare ( ) to be spoiled. Buy your shoes on line

TASK 7:

In pairs visit the “AD 4” once more, and discuss the strategies, the art of planning,

the advertisement: colors, size of letters, woman image, the language used … Make

comments to the whole group. Share your ideas.

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TASK 8: Think about:

- What is the most important beauty?

SOUL BEAUTY OR BODY BEAUTY? (or both?) Write your ideas and comment:

___________________________________________________________________

___________________________________________________________________

TASK 9: Have you ever bought AVON products? From Whom? Were? Are you

satisfied?

___________________________________________________________________

TASK 10: Now you have a list of some AVON products. Underline each one do you

know/use, and try to explain in your own language each one is applied.

FOOT WORKS ___________________________________________________

LIQUID SOAP ____________________________________________________

RENEW CLINICAL ________________________________________________

MAKE UP ________________________________________________________

PERFUME – FRAGRANCE __________________________________________

SHAMPOO _______________________________________________________

LIPSTICK ________________________________________________________

LIP GLOSS_______________________________________________________

AFTER SHAVE ____________________________________________________

EYE CREAM REVIEWS______________________________________________

HYDRATING FOUNDATION __________________________________________

BLUSH ___________________________________________________________

AVON ACCOLADE __________________________________________________

INTENSE MOISTURIZING MASK _______________________________________

AVON SUN PROTECTOR ____________________________________________

TASK 11:

Check the meanings and the pronunciation with your teacher.

CLOSING: (HOMEWORK)

TASK 1: Do you know someone that is an AVON REPRESENTATIVE?

Interview them and take notes about advantages / or disadvantages.

TASK 2: Just for thinking about:

Would you like to be an AVON Representative? (yes / no) why?

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ADVERTISEMENT 5:

PRE - READING

Someone somewhere loves you.

Can you guess who?

TASK 1. Get talking…

- What is the most important element of a long – lasting relationship? Change ideas

with your colleagues: Share your beliefs!

– Who would you most like to spend your life (family / lover / friend)?

–

TASK 2.

- Students show the common medicines they often take (teacher asked them

previously) and say for which health problems they usually take, using the questions

suggested below:

Are you a person who takes medicine without a doctor prescription? (yes/no)

Why?

What kind of medicine do you take?

Is it important to be careful with our health?

TASK 3.

Write five essential things for you, to be happy, to be healthy:

________________

________________

________________

________________

________________

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Economic Security Friendship appearance close attention

READING

TASK 1.

Take a look at the text and the pictures, think and answer:

a) What kind of genre is this? _______________________________________

b) What is the most probable intended audience? The word refers to:

( ) mother ( ) baby ( ) pregnant ( ) father

c) What’s the product ? What’s the brand?

___________________________________________________________________

d) What is the dosage? ________________________________________________

e) What kind of health problem does the product protect / prevent?

___________________________________________________________________

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People Magazine

You are important.You are loved. You should take your calcium.Just two pure, natural Tums a day.To help keep your bones stronger, longer.To help protect you from osteoporosisSo think of him, think of her,think of them, think of youAnd please, please, pleasetake your Tums.

f) What are the other benefits? __________________________________________

g) What feelings does the picture suggest? ________________________________

h) What’s the ad’s slogan? _____________________________________________

i) Pay attention at the slogan, at the size of the letters. Are they from the same size?

What are different? Why? ______________________________________________

___________________________________________________________________

j) What’s the main ad purpose? __________________________________________

TASK 2.

Tick the main feelings expressed in the ad (text + slogan + illustration):

TASK 3. Now answer in your own language:

1. O que você sabe sobre osteoporose? ___________________________________

___________________________________________________________________

2. Quais as palavras que mais se repetem? Por quê?_________________________

___________________________________________________________________

3. Transcreva do texto duas frases que você considera mais apelativas.

___________________________________________________________________

4. Que recursos visuais além do texto verbal são usados (cores, símbolos,

figuras...)?

___________________________________________________________________

5. Que aspecto visual é enfatizado ou está em primeiro plano?

___________________________________________________________________

6. Como as ilustrações se relacionam com o texto verbal?

___________________________________________________________________

7. Em uma das frases do texto o pronome “you” está sublinhado. Por quê?

___________________________________________________________________

8. Alguma importante informação foi esquecida? Qual (Quais)?

___________________________________________________________________

9. Onde foi publicada a propaganda? _____________________________________

10. Percebemos no texto (ad 5), três tempos verbais distintos. Quais são eles? Por

que tais escolhas?

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love pain

comfort tenderness

protection

care

___________________________________________________________________

___________________________________________________________________

TASK 4.

When planning an advertisement, people need to pay attention to many aspects,

such as:

- the colors;

- the size of letters;

- the structure of the advertisement / visual appeal;

- the language used;

- the central text;

- the slogan.

LOOK AT THE TEXT (AD 5) AND DISCUSS ABOUT THESE IMPORTANT

ASPECTS.

TASK 5.

Read the text again and write at last, three strong verbs, three adjectives and three

the most repeat words used in order to convince the audience to take TUMS:

Unscramble the words and make an important advice:

Without / a / doctor’s / opinion / to / take / medicine / it’s / not / good

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KEY WORDS

AD

JEC

TIV

ES

WORDS REPEATEDVE

RB

S

TASK 6.

CRITICAL EVALUATION:

Try to compare AD 4 (LIPSTICK) and AD 5 (TUMS) and tick what is true for you:

a. Usa estratégias para convencer o (a) leitor (a) a comprar o produto.

( ) AD 4 ( ) AD 5

b. Apela mais para os sentimentalismo. ( ) AD 4 ( ) AD 5

c. Predomínio de verbos no imperativo. ( ) AD 4 ( ) AD 5

d. Utiliza como estratégias o verbo ser (are) + você (you) como se o produto fosse

fabricado tão somente para você que está lendo a propaganda. ( ) AD 4 ( ) AD 5

e. Serve-se mais da adjetivação, característica marcante do gênero propaganda.

( ) AD 4 ( ) AD 5

f. Frases curtas, porém de grande efeito indutivo. ( ) AD 4 ( ) AD 5

g. Texto mais longo, no Simple Present, + repetição de palavras.

( ) AD 4 ( ) AD 5

h. O texto pressupõe nossa experiência de mundo (requer conhecimento cultural).

( ) AD 4 ( ) AD 5

i. Canal usado: linguagem escrita, linguagem verbal e não – verbal.

( ) AD 4 ( ) AD 5

j. Utilização de vocabulário próximo do leitor. ( ) AD 4 ( ) AD 5

k. Utilização de muitos recursos, persuadindo o (a) leitor (a), levando-o a crer na

eficácia do produto. ( ) AD 4 ( ) AD 5

CLOSING

Do you know what are the most common diseases in older people?

Alzheimer

Osteoporosis

Parkinson

Arthritis

Cancer

Blood Pressure

Heart Disease

Diabetes

Cerebrovascular / Strokes

Sleep problems…

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Choose one of these problems, speak with people, doctors, teachers, and

make a source / a research … Try to know how to protect/ prevent this kind of

disease.

What can we do to help older people that suffer from this problems?

Referências bibliográficas:

Caderno Exames Supletivos de Conclusão – E.F. – Fase II.

D.C.E. Diretrizes Curriculares da Rede Pública de Educação Básica do Estado do

Paraná.

http//en.wikipedia.org

People Magazine.

Projeto de Intervenção Pedagógica na Escola – Professora Marlene Knaut – 2008.

www.10ad.org/tipalet

www.avonproducts

www.cartoonstock.com

www.poemsabout.com/beauty

www.proalmeida.org