Versão On-line ISBN 978-85-8015-075-9Cadernos PDE

OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSENA PERSPECTIVA DO PROFESSOR PDE

Produções Didático-Pedagógicas

SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED

SUPERINTENDÊNCIA DA EDUCAÇÃO - SUED

DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE

Ficha para Identificação da Produção Didático-Pedagógica

Professor PDE/2013

TÍTULO: Construction of Student’s Identity

AUTOR: Ivânia de Fatima Ferreira

DISCIPLINA: Língua Inglesa

ESCOLA DE IMPLEMENTAÇÃO:

Colégio Estadual João XXIII EFM

MUNICÍPIO: Clevelândia

NÚCLEO REGIONAL DE EDUCAÇÃO:

Pato Branco

PROFESSOR ORIENTADOR:

Profª Drª Lídia Stutz

IES: UNICENTRO (Universidade Estadual do Centro-Oeste)

RELAÇÃO INTERDISCIPLINAR:

Linguagens, Geografia,História,Sociologia

RESUMO:

Esta Unidade Didática (UD) apresenta um conjunto progressivo de atividades de leitura e escrita a partir de um corpus de textos do gênero Autobiografia, com base nos pressupostos teóricos do ISD- Interacionismo Sociodiscursivo (BRONCKART, 1999) A presente produção justifica-se pelas dificuldades dos professores de Inglês em trabalhar com leitura e escrita numa perspectiva discursiva (PARANÁ, 2008). Sendo assim, pretende apresentar uma possibilidade metodológica para o ensino de LEM e instigar os alunos para que comecem a refletir sobre os aspectos linguístico-discursivos da língua, de modo que possam construir sentidos para o texto e tornarem-se, dessa forma, os sujeitos críticos e agentes de transformação que a escola pública se propõe a formar.

PALAVRAS-CHAVE: ISD, Discurso, Identidade, Autobiografia

FORMATO DO MATERIAL:

Unidade Didática

PÚBLICO ALVO: Alunos do 1º ano do Ensino Médio Noturno

APRESENTAÇÃO

O Ensino Noturno é um desafio aos profissionais da educação que percebem que a

escola não consegue cumprir sua função principal de ensinar, pois acaba tornando-se um

espaço de transmissão de conhecimentos descontextualizados que não permite aos

estudantes reflexão, criticidade, compreensão e transformação da realidade na qual ambos

escola e aluno estão inseridos, conduzindo-o à exclusão.

Portanto, torna-se oportuno um estudo que busque identificar quem é esse aluno,

qual é a sua realidade e quais são as suas expectativas para que sejam pensadas práticas

pedagógicas mais significativa. Portanto, faz-se necessário considerar esses aspectos para

que ocorra uma aprendizagem que extrapole os conteúdos disciplinares distantes do

contexto provocando transformações individuais e coletivas.

Nesta Unidade Didática apresentamos uma proposta para o trabalho com gênero

textual através da elaboração de uma Sequência Didática com o gênero Autobiografia.

Este projeto tem como base metodológica as concepções teóricas do Interacionismo

Sociodiscursivo. Nossos objetivos consistem em explorar os elementos que constituem o

referido gênero além de ampliar conhecimentos com relação a algumas estruturas

linguísticas da língua alvo. A seleção desse gênero é justificada por ser um subsídio para a

práxis pedagógica e também por trabalhar com o discurso proveniente do gênero

autobiográfico que oportuniza ao aluno a reflexão sobre sua própria identidade e sobre o

uso da língua para atingir seus objetivos comunicativos.

Acredita-se que a autobiografia seja o gênero mais adequado para investigar as

representações identitárias dos alunos, uma vez que permite ao aluno/escritor expressar

sua subjetividade. Além disso, a liberdade que o escritor desse gênero tem para contar suas

histórias pode tornar a produção mais relevante para ele. Conforme preconizam as DCE

(PARANÁ, 2008, p.66), a escrita “deve ser vista como uma atividade sociointeracional, ou

seja, significativa”.

Para a efetivação desta Unidade Didática, construímos um Modelo Didático do

gênero Autobiografia, com um corpus de textos selecionados na Web. Tais textos

nortearam a construção das atividades da Sequência Didática que está dividida em quatro

módulos sendo que no primeiro é proposta a primeira produção. Também neste módulo e

no módulo dois são desenvolvidas atividades com o gênero Biografia, por considerar que

o aprendizado do mesmo é importante para a SD. No módulo três são elaboradas

atividades que caracterizam o gênero Autobiografia e para finalizar a SD, o módulo quatro

traz atividades que buscam identificar as representações identitárias no discurso dos alunos

e a produção final que será socializada no site da escola.

Esta Unidade Didática é parte integrante do material didático de intervenção,

implantação e implementação na prática pedagógica. É apresentado como requisito para a

obtenção do cumprimento das atividades realizadas pelos professores PDE.

Task 1 – Diagnostic Test

Write (escreva) a text about yourself (você).

Escreva o máximo de English que você puder, no mínimo 10 linhas.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Nesta Sequência Didática nós vamos aprender sobre Biografia e Autobiografia e

as principais características deste gênero que nos permite escrever sobre nós.

No final das atividades que faremos deste gênero você será capaz de escrever o

seu próprio texto autobiográfico e compartilhar sua história de vida com os seus

colegas.

Objectives

- Give personal information;

- Ask about personal information.

Task 2-

Complete these sentences about you.

a) What’s your name?______________________________________

b) How old are you? _______________________________________

c) When were you born?____________________________________

d) Where were you born?____________________________________

e) Parent’s names__________________________________________

f) Do you have brothers or sisters?____________________________

g) If yes, what are their names? ______________________________

h) What’s your address? ____________________________________

______________________________________________________

i) What’s your job?________________________________________

j) Preferences.

Color______________________

Music______________________

Singer______________________

Sport_______________________

Subject_____________________

Place_______________________

k) In the future you intend to be____________________________

Let`s see the questions and answers structures that can be necessary to do

give your personal information.

TALK ABOUT YOU

QUESTION What’s your name, birthday? Where/when are you born?

ASNWER My name is… / I am…. / I was born in…/ I was born on…

TALK ABOUT PREFERENCES

QUESTION What is/are your favorite (sport(s)/ singer(s)/ music(s)/ color(s)?

ASNWER My favorite… are… / They are… / My favorite… is… / It is…

TALK ABOUT FUTURE PLANS

QUESTION What do you intend to be in the future?

ASNWER In the future, I intend to be a/an…

TALK ABOUT YOUR RELATIVES’ NAMES

QUESTION What is your (father’s/ mother’s/ brother’s/ brothers’/ sister’s / sisters’) name (s)?

ASNWER My (father’s / mother’s/ brother’s/ sister’s) name is…/ His/her name is…

My brothers’/ sisters’names are …. , ….. and …./ Their names are …. and …

Task 3-

Now find a classmate who has the same answer as you and fill in

the chart below with adequate information.

Question

Answer

Classmate

Age

Birth’s day

Birth’s month

Birth’s year

Color

Music

Sport

Task 4-

Answer some personal questions in Portuguese now.

a) Você gosta de ler?_________________________________________

b) Você já leu um livro que conta a história da vida de uma pessoa?

________________________________________________________

c) Se a sua resposta foi afirmativa, você consegue lembrar sobre quem era

a história?

________________________________________________________

d) E quanto a escrever, você já escreveu um texto sobre a vida de alguém?

________________________________________________________

e) E sobre a sua vida, você já escreveu?

_________________________________________________________________

DID YOU KNOW? Biography –A biography is a report or recount detailing the main the

events in a person or person’s life/lives.

Autobiography –An autobiography is a report or recount detailing the main the

events in a person or person’s life/lives as written by them.

Task 5

1- In the school lab, skim the text I and try to answer the following questions

about it : (in English or Portuguesa)

a) Where was this text taken from?

_______________________________________________________

b) How do you know? ________________________________________________________________

2- Access this link http://www.biography.com/people/neymar-

21333405.

a)Tick (√) the kind of information you can find in this text: ( ) Personal information

( ) Likes and dislikes ( ) Professional information

( ) Physical description

( ) other(s) _______________________________________________

b)In your opinion, which is the most important information in this page?

_________________________________________________________

_________________________________________________________

c) Is it an old text or not? Explain.

_________________________________________________________

d) When do you think it was written?

( ) in the 1970’s

( ) in the 1980’s

( ) in the 2000’s

( ) in the 2010’s

e) Would you read this text? Why?

_______________________________________________________

f) Who wrote it?

_______________________________________________________

TEXT I

http://www.biography.com/people/neymar-21333405

3- Now, Read the whole text from this website and do the activities

below:

Copy from the text.

a) The cognate word (s)____________________________________

_____________________________________________________

b) The universal word (s)___________________________________

_____________________________________________________

c) Other word (s) that you know__________________________________

______________________________________________________________

d) Match each word to its meaning

(a) Child ( ) placar

(b) Teenager ( ) artilheiro

(c) Footsteps ( ) campeonato

(d) Country ( ) criança

(e) League ( ) corte de cabelo

(f) Championship ( ) adolescente

(g) Striker ( ) liga

(h) Underdog ( ) passos

(i) Scoring ( ) país

(j) Haircut ( ) o mais fraco

4- In groups of three tell to your friends two things you know/learn about

this famous soccer player. Write your answers here.

YOU FRIEND- I FRIEND- II

Task 6-

In this task we are study just a piece of the text extracted from the webpage

approached above. Scan the text and complete the activities.

Source:

http://www.biography.com/imported/images/

Biography/Images/Profiles/N/Neymar-

21333405-1-402.jpg (acessed Oct 2013)

NAME: NEYMAR

OCCUPATION: Soccer Player BIRTH DATE: February 05, 1992 (Age: 21) PLACE OF BIRTH: Mogi das Cruzes, São Paulo, Brazil FULL NAME: Neymar da Silva Santos Jr. NICKNAME: Juninho

ZODIAC SIGN: Aquarius

Neymar’s life

Neymar da Silva Santos Jr. was born on February 5, 1992,

in Mogi das Cruzes, São Paulo, Brazil. The son of a former professional soccer player, Neymar followed in his father's

footsteps by playing street games and futsal, an indoor version of the game. He joined the Portuguesa Santista youth club in 1999,

and within a few years was one of the most highly regarded

young talents in the country. In May 2013, Neymar announced he was making the leap to

Europe with a transfer to FC Barcelona, a powerful club that

featured superstar Argentine striker Lionel Messi and several members of the Spanish national team. Source:www.biography.com/people/neymar-21333405

a)Read the profile (perfil) about Neymar and tick the information that there

is in the text:

( ) Family ( ) Country ( ) Preferences

( ) Sport ( ) Soccer Club ( ) Study

b) In order to sumarize the text, number sentences from 1 to 6.

( ) Neymar jogava na rua e também futsal

( ) Mudou-se para a Europa

( ) Nasceu no dia cinco de fevereiro de 1992

( ) Em 1999 ele ingressou no clube Portuguesa Santista

( ) Sua cidade natal é Mogi das Cruzes , São Paulo

( ) O jogador seguiu os passos de seu pai

c) In the text about Neymar there are (há) some information about Zodiac

Sign. In your opinion, is zodiac sign information important?

( ) Yes

( ) No

d) Using the information about Neymar organize the Wordmap below. Write

the most (as mais)important information about him. (place and date of birth,

parent’s names, occupation…)

Objectives

-Research a biographical text

- Identify personal information

- Write a small biographical text

Task 7

Computer Lab Research

Research (pesquise) biographical texts about a famous person

you like and complete the profile (perfil) with his/her

information. If you want you can access the sites

www.famouspeoplelessons.com /

www.biography.com

NAME

FULL NAME

OCCUPATION

DATE OF BIRTH

PLACE OF BIRTH

PARENTS NAMES

IMPORTANT EVENTS OF HIS/

HER LIFE

NATIONALITY

Task 8-

With the help of profile information, you have already looked for, fill in the

blanks with appropriate information.

___________________

(name)

____________________________ was born (nasceu) in____________

(full name)

____________________________ on___________________________

(place of birth) (date of birth)

His/her parent’s names are_________________________ and___________

_________________________________.

The important events in his/her life are _____________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Task 9-

1- In this task we are going to read (ler) an Autobiography written by a

Tibetan guy. Look at the photos below and try to guess (adivinhar)

who is him.

Links:

http://oglobo.globo.com/in/7303189-a8a-f54/FT500A/tiago620.jpg

http://i1.r7.com/data/files/2C95/948E/2FE9/AB5B/012F/E9C7/6503/498A/negro%20livros%20450x338.jpg

http://3.bp.blogspot.com/-

CEQgDrmUtmA/UDV1cLSqfsI/AAAAAAAACp4/TIFdmV2mwsY/s1600/KaluNew2.jpg

https://encrypted-

tbn3.gstatic.com/images?q=tbn:ANd9GcSJZnAibVm5LmklrQuVFS5SYthpIWCC8fbxihHt-9NOlrJVwI4

http://fundacaocultural.bad.hospedagemdesites.ws/wp-content/uploads/2013/10/Samsara.jpeg

Answer in Portuguese your opinion about the pictures.

a) Who are they?

_________________________________________________________

_________________________________________________________

b) What are they doing?

____________________________________________________________________________________________________

c) Where do they live?

_______________________________________________________

Task 10- Discuss in class.

a) What helped you to conclude who is the Tibetan guy?

b) What do you know about the country and the people from Tibet?

c) Look the World Map and circle Tibet?

Source:http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia/imagens/g

eografia/mapa_mundi.jpg acessed nov 2013

DID YOU KNOW?

Tibet is the highest region of the world?

Tibet is called the “Roof of the Earth”?

Text II

Tsewang’s life

My name is Tsewang and I’m twenty years old. I was living with

my parents in the countryside, and I was never able to attend school

before. I thought that I could never get a job because I was working

on my parents’ farm with animals so I never got an opportunity to

So these days I get up early every morning and study study. After I

moved to the city, I decided to go to school. Because in this

century, if we don’t have education, life is so hard and the future of

a young man is harder. hard for my future so my dreams will

become truth.

http://www.teachingenglish.org.uk/blogs/rabten/class-my-students-autobiographies (acessed

Sept.2013)

Task 11-

Tick the correct alternative(s) for each question below.

a)Where can people find these kind of texts?

( ) newspaper ( ) recipe’s book

( ) internet ( ) magazine

( ) manual ( ) ID card

( ) other (s) _____________

b)Who are the possible readers of these texts.

( ) players ( ) children

( ) students ( ) teenagers

( ) other (s) ______________

c)Who are the possible writers of these texts ?

( ) journalists ( ) student

( ) others ______________

( ) reporter

d)What is the objective of these kind of texts.

( ) To describe a person

( ) to tell someone’s life story

( ) to teach a recipe

THE CONTEXT OF THE TEXTS I and II

e)Look this Powerpoint , is about Tibet. Let’s to learn about it.

https://www.google.com.br/#q=tibet+leadership+journey+powerpoint

Let’s see the videos about Tsewang’s country.

http://www.youtube.com/watch?v=tupVEfXPhvg

http://www.youtube.com/watch?v=W6UTvgq_gUo

e) Answer in Portuguese.

-Is Tibet a big country?

______________________________________________________

- The Economy of Tibet is dominated by _____________________

___________________________________________________________________

-The dominant religion in Tibet is __________________________

_____________________________________________________

-The principal personality Tibetan is______________________________

Task 12 – Work in groups.

Computer Lab.

a)Using the information that you have researched in the Web

complete the chart below.

INFORMATION BRAZIL TIBET

AREA

POPULATION

LANGUAGE

CAPITAL

COLORS OF FLAG

ECONOMY

CURRENCY

RELIGION

LIDER

MUSIC

SPORT

FESTIVALS

b)Now using the information above construct a painel the differences about

the countries.

Research in the Web, information about Neymar’s country (Brazil) and Tsewang’s country (Tibet) . (geography, culture, religion, sport) and to construct a a painel about the differences between these countries. Use texts and images.

Task 13-

After reading the text bout Tsewang’s life, write T for True (verdade) or F

for False (falso) and rewrite the false sentences.

( ) Tsewang lived with his parents in a city.

( ) He is twenty years old.

( ) He has never studied before.

( ) He wasn’t working on his parent’s farm.

( ) Tsewang moved to the city.

( ) He decided not to go to school.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Task 14-

Search (procure) in the text, the English version (versão) for the following

sentence.

“Eu decidi ir para a escola. Porque neste século se nós não

temos educação a vida é muito difícil e o futuro de um homem

jovem é mais difícil.”

___________________________________________________ ___________________________________________________

___________________________________________________

___________________________________________________ Task 15-

a)Match the columns and underline your personal answer.

For you is it important to study?

Studying is important to...

(1) conseguir um emprego melhor ( ) to go to University

( 2) ir para a universidade ( ) to have ideas for the future

( 3) ter autoconfiança ( ) to get a better job

( 4) o futuro ( ) to have information

( 5) ter informações ( ) to be self-confident

b)What other things are important?

______________________________________________________

______________________________________________________

______________________________________________________ c)Compare your ideas to classmates. Does the study have the same

importance to you and your colleague?

( ) yes ( ) no

c)What do you and your colleague think about it?

______________________________________________________________

______________________________________________________________

Some people say that studying never ends. What do you think about?

______________________________________________________ ______________________________________________________

Task 16

In his text, Tsewang told us about him and now is your time to tell about you.

a) Were you born in the countryside? _________________________________________________________

b) In the text the author said that he was never able to attended school

before. And you? Did you have problems to attend school before?

Why?

__________________________________________________

____________________________________________________________________________________________________

__________________________________________________

c) Do you know any other classmate that has similar problems as

Tsewang?

____________________________________________________________________________________________________

__________________________________________________

Objectives

Identify personal pronouns;

Identify the verb tenses.

THINKING ABOUT THE LANGUAGE

Task 17-

-Neymar followed

in his father's footsteps

-He was born in Mogi das Cruzes.

-Tsewang moved to the city.

-He never got an opportunity.

a) The verbs in the sentences above are in

( ) Simple present tense

( ) Simple past tense

b)In the text II, there are verbs in the present and past, read it again and

underlining the verbs in the present and circle the verbs in the past.

c)Read again the texts I and II. Which one of them:

( ) The personal pronoun used is first person.

( ) The personal pronoun used is third person.

( ) The author tell about your life.

( ) The other person tell about someone.

Look the verbs of

these sentences.

PERSONAL PRONOUNS I YOU HE SHE IT WE YOU THEY

SIMPLE PAST TENSE

The Simple Past Tense is used to describe completed past events. The

sentences often contain a time such as yesterday (ontem), last (último),

Sunday (domingo), last week (semana passada), when…, (quando).

Most of the verbs in English are Regular Verbs and the Simple Past is formed

by adding ED in the verb, except in some cases.

Vowel+ Y Add ED Play-played

Consonant + Y Changed Y to I and

add ED

Study- studied

One vowel+ one

consonant

Double the consonant

and add ED

Stop- stopped

Verbs ending in E Add only D Love- loved

Source: Adapted from JULIANI, 2009, caderno PDE

The verbs that don’t end in ED are irregular verbs, and they include some of

the most basic verbs in English. There are some of the most important

patterns in forming the past tense. However, the only way to know how an

Ex. I was here yesterday My friend went to Curitiba in July. We played soccer last Saturday.

irregular verb will change in the past tense is to learn all of the important

verbs.

The three most important irregular verbs are BE, HAVE, and DO. The

simple past forms for BE are different depending on the subject.

Pronoun Be Have Do

I Was Had Did

You Were Had Did

He/she/it Was had Did

We Were had Did

They Were Had Did

Other irregular verbs

There are three main categories of the other irregular verbs

Category Present Past

Verbs don’t change Cut

hit

Cut

Hit

Verbs change their

vowel

Get

Sit

Drink

Got

Sat

Drank

Verbs change

completely

Speak

Teach

Spoke

Taught

Source adaptado JULIANI, 2009

Task 18-

a)Read (leia) the sentences and write R for Regular Verbs and I for Irregular

Verbs.

( ) Neymar was born on February 5th

.

( ) Tseweng lived in a farm.

( ) Neymar played soccer in the street

( ) Tsewang and Neymar spoke Portuguese.

THINKING ABOUT LANGUAGE

( ) They moved to Europe.

( ) Neymar’s father was soccer player.

b)Write letters in the correct order to make past tense of verbs.

________________________

________________________

________________________

________________________

c) Choose the correct form of the verbs in parentheses and complete the text.

Emanuelle's Life

by Emanuelle Floriano

My name______ ( is/are) Marilena Emanuelle Bichara Floriano, but I

__________ ( like/likes) Emanuelle best. I’m from Brazil, Rio de Janeiro.

I____________ ( was/were) born on October 31, 1978, in Queimados-RJ.

I___________ ( have/has) a big family. There are three older brothers and

three younger sisters. I’m right in the middle.

I had a great childhood. My family always was together, especially in

Christmas and New years. Also, I________ (have/ had) some bad times,

too. When I was 5 years old, I had an accident. My brother and I________

(was/were) playing next to the construction site. He________ (hold/ held)

a hoe up. It________ (were/) was heavy to him. He couldn’t hold it for a

long time. Then, the hoe ________ (fall/ fell) and hit me on my head. My

mother___________ (take/took) took me to the doctor immediately. I got

well soon.

Now, I’m an international student at ELC. I enjoy this time that I can learn

about a new language and a new culture. I __________ ( wish/wishes) to

stay more time here and to learn more English…

Source: http://www.elc.byu.edu/classes/buck/w_garden/students/students_autobios.html

DVELO

ARE

STUDY

LOVE

REWE

TIUDESD

SPEAK KPOSE

d) Complete using information about Emanuelle’s text.

NAME

FULL NAME

OCCUPATION

DATE OF BIRTH

PLACE OF BIRTH

PARENTS NAMES

IMPORTANT EVENTS OF HER

LIFE

NATIONALITY

e) Tick the correct alternative.

The text was written by. The theme of the text is

( ) a student ( ) life

( ) a teacher ( ) travel

( ) Emanuelle ( ) school

The support of the text is Today Emanuelle is a

( ) A site online ( ) teacher

( ) A magazine ( ) doctor

( ) A student’s book ( ) student

f) Using Portuguese and English answer.

-The author of text I and the text about Emanuelle is the same person?

Why?

_________________________________________________________

_________________________________________________________

-What’s the difference between this text and text I? Give examples

that prove your answer.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

f) The following text was written on the Simple Past Tense. Identify

the verbs and the time expressions that can be changed to the Simple

Present Tense and rewrite it.

(…)Everything began when brother Bergeson went to Brazil and visited my

family. He invited me to come to the USA to live with his family, and to

learn English. It was hard to me to decide if it was a good idea or not,

because I needed to leave my family and friends in Brazil. It was scared,

because I didn’t know to speak anything in English. I needed to learn a new

language as a child.( Emanuelle’s life)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

i) Identifying in the sentences bellow what are: Biography and

Autobiography.

I had a very happy childhood and my earliest

memory is that of waiting for my dad to come home

from work on his motorbike. I would wait at the top

of the driveway for him to get home.

Cristiano Ronaldo dos Santos Aveiro was born in

1985. He is widely regarded as one of the best

players in the world. The legendary Dutch genius

Johan Cruyff said he's one of the best ever. Ronaldo

became a soccer superstar playing for English team

Manchester United, Spain's Real Madrid and for

Portugal. He plays in midfield, from where he

regularly scores spectacular goals.

My name is Silvia Raquel Rodriguez Flores. I am 18

years old. I am from Honduras. I have in my family

three brothers, one sister, and my mom. I am the

third in my family. My birthday is on June 29th,

1981. In my life I have bad and good experiences,

but a fantastic life overall. These experiences help

me to be happy, and I learn from them every day of

my life.

Steve Jobs was the first child of two University of

Wisconsin graduates, speech therapist, Joanne

Simpson and Syrian political science professor,

Abdulfattah "John" Jandali. He was adopted by

Clara, an accountant, and machinist Paul Jobs, an ex

Coast Guard. They named Steven Paul Jobs.

j) Now, do you know (sabe) the difference between (entre) Biography and

Autobiography? Then complete the chart below.

AUTOBIOGRAPHY AND BIOGRAPHY CHECKLIST

CHARACTERISTICS

It is written in first

person.

It is written in third

person.

The person writes about

himself/herself.

The author writes about

another person’s life.

There are dates to show

when events happened.

It is written in a

chronological order.

The verbs are in

Past/Present Tense.

There are time

connectors.

Objectives

-Reflect about personal information;

- Write about personal information.

Task 19-

THINKING ABOUT YOU

a)Match the categories to the sentences.

a)FAMILY b)WORK c)PREFERENCE

d)MUSIC e)FUTURE

f)RELIGION g)STUDY

Nomads make many

things by themselves.

Such as blankets and

clothes from yak and

sheep wool. They also

make cheese.

I don’t like to play

the violin, but I like

listening to African

music, because it’s

so cool.

There are twelve

people in my family,

my father, mother, four

elder brothers, five

elder sisters and

myself.

I like to go to

offerings at the

weekends to pray

for all-sentient

beings.

My dream is to

be a good tour

guide.

I’m an international

student at ELC. I

enjoy this time that I

can learn about a

new language and a

new culture

b) Read and reorganize the paragraphs of this autobiographical text.

1- There are six people in my

family, my father, mother,

two older brothers, a sister

and myself.

2-I studied Tibetan for some

years in Amdo and I come to

Lhasa several months ago to

study English, because I like

learning English language.

3-My name is Snow Land.

I’m from Amdo and I’m

Tibetan. I’m an English

student in Lansang language

school.

4-My parents are nomads and

one of my brothers is a

language student. Another is

an university student. My

sister looks after my parents.

c) This activity is about you. Complete your profile.

NAME

FULL NAME

OCCUPATION

DATE OF BIRTH

PLACE OF BIRTH

PARENTS NAMES

IMPORTANT EVENTS OF

YOUR LIFE

NATIONALITY

d)Use the boxes below and write sentences about you.

Name/ where were you born/When were you born?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Your family

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Important events

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Now I want to…

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

In the future

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

e) Now write down the information constructing an autobiographical text.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

Task- 20

Activity in pairs. Read the text that your classmate wrote about

himself/herself and complete the chart below.

CHARACTERISTIC YES NO

It is written in first person.

The person writes about himself/herself.

It is written in a chronological order.

The verbs are in Past/Present Tense.

There are time connectors.

Task- 21

Rewrite your text. In the Lab post your text in the School Site.

REFLECTING ABOUT TEXT ORGANIZATION

ORIENTAÇÕES METODOLÓGICAS

As atividades desta Sequência Didática foram elaboradas para que os alunos

percebam que em cada módulo há uma construção gradativa de

aprendizagem. Para tanto utilizamos o gênero Autobiografia, as

orientações das DCE e as concepções do ISD.

Neste primeiro momento consideramos ser relevante conversar com os alunos

sobre o Projeto e o gênero textual que será estudado, o número de aulas

previstas para a realização das atividades planejadas e a importância de

trabalhar com textos autênticos, nesta SD, Biografia/Autobiografia em língua

inglesa.

As atividades deste módulo oportunizam que o aluno informe, escreva sobre si

(esta será a primeira produção) e que também obtenha informações pessoais

dos colegas, para tanto, algumas estruturas linguísticas são retomadas

(What/Where/When/How) e uma atividade oral socializa as informações

obtidas. Esta primeira produção permite ao professor perceber o quanto os

alunos dominam sobre o gênero e quais aspectos precisam ser desenvolvidos.

Em seguida é proposta uma atividade no laboratório de informática, onde os

alunos analisam um site com biografias de pessoas famosas, explorando as

capacidades de ação. Desta página é utilizado um recorte de texto com

informações sobre o jogador Neymar para que os alunos relembrem as

características do gênero Biografia, para finalizar este módulo é produzido um

“wordmap” com informações sobre a pessoa biografada.

Sugestão de Sites www.famouspeoplelessons.com

www.biography.com

Este módulo inicia no laboratório com a pesquisa de um texto biográfico (pode

ser utilizado a mesma sugestão de site do módulo 1), de uma personalidade que

seja interessante para o aluno (atleta, artista, escritor, cientista, etc), pois o

objetivo desta atividade é que os alunos possam ler várias biografias e reconhecer

algumas características deste gênero.

Com as informações do texto biográfico escolhido, os alunos completam um

perfil e com os dados deste perfil escrevem uma pequena biografia, que será

exposta na sala em cartazes.

Neste momento são iniciadas atividades de pré-leitura, para a introdução do

gênero Autobiografia, onde os alunos observam imagens e utilizando-se de

estratégias como a inferência, para deduzir quem é o autor do texto

autobiográfico.

Após a leitura do texto autobiográfico de Tsewang e as atividades referentes ao

mesmo, as atividades instigam os alunos para que eles observem o lugar de onde é

Tsewang, e se gostariam de viajar para esse país algum dia e quais seriam as

diferenças entre este país e o nosso.

Em seguida faz-se necessário utilizar o PowerPoint

https://www.google.com.br/#q=tibet+leadership+journey+powerpoint e os vídeos

sugeridos http://www.youtube.com/watch?v=tupVEfXPhvg

http://www.youtube.com/watch?v=W6UTvgq_gUo para a contextualização da

autobiografia. Após este momento, são formados grupos e retorna-se ao

laboratório para que seja feita uma pesquisa em sites de busca, sobre informações

a respeito dos países de Neymar e Tsewang para completar uma tabela.

Acreditamos que colocá-los em contato com a sua cultura e com a do outro faz

com que ampliem seus conhecimentos de si e do mundo.

Para finalizar o módulo, os grupos transformam as informações em painéis

utilizando os dados da pesquisa, textos e imagens para expor na sala de aula.

O objetivo deste módulo é explorar as marcas linguísticas recorrentes aos gêneros

Biografia e Autobiografia- o uso dos tempos verbais- Simple present, Simple Past,

Personal Pronouns e Time Adverbs . É relevante aproveitar o momento para

relembrar aos alunos o uso destes tópicos gramaticais e que esta atividade não se

configura num exercício estanque. O trabalho proposto aqui se realizará com o

intuito de explorar estas marcas linguísticas, as quais, dentre outras, caracterizam o

gênero textual em questão.

Para tanto, são retomados os textos estudados e acrescentado mais um texto

autobiográfico (Emanuelle´s life) onde também são exploradas as ações linguístico-

discursivas presentes.

Para finalizar o módulo, uma atividade de checklist com as características dos

gêneros é proposta.

Neste módulo buscamos reconstruir as representações e identidades dos alunos quando

estes refletem sobre situações relevantes de suas próprias vidas.

Retomamos com os alunos o texto da primeira produção, pois neste momento eles já

reconhecem as características do gênero e possuem embasamento para a segunda

produção (pode ser feita a reescrita coletiva de um texto, para ser modelo para os

individuais)

Na sequência outras atividades são propostas para ampliar a compreensão das

características do gênero, possibilitando que o aluno perceba o desenvolvimento de sua

aprendizagem.

Em duplas é proposta uma atividade de checklist do gênero que precede a produção

final.

Para finalizar a Sequência Didática os alunos postam seus textos Autobiográficos no

suporte de circulação, o site da escola.

REFERÊNCIAS BIBLIOGRÁFICAS

BACCIN, E.J. Modelo didático de gênero e sequência didática: gênero textual

autobiografia. Artigo (Programa de Desenvolvimento Educacional – PDE). Secretaria de

Estado do Paraná – SEED, Dois Vizinhos, 2008. Disponível em:

http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/2000-6.pdf. Acesso em: Out.

2013

BRONCKART, J.P. Atividade de linguagem, textos e discursos: por um interacionismo

sócio-discursivo. Trad. Anna Raquel Machado, Péricles Cunha. São Paulo: Educ. 1999.

CARVALHO, S.R. de. O ensino-aprendizagem da autobiografia: uma possibilidade

para o desenvolvimento d linguagem escrita. Tese (Doutorado em Linguística Aplicada e

Estudos da Linguagem) – Pontifícia Universidade Católica de São Paulo - PUC, São

Paulo, 2011. Disponível em:http://www4.pucsp.br/pos/lael/lael-inf/teses/lael_tese_02_08.

pdf. Acesso em: Out. 2013.

JULIANE, S.V. Modelo Didático de Gênero e Sequência Didática:Gênero Textual-

Biografia.Produção Didático-Pedagógica (PDE) Secretaria de Estado do Paraná-SEED,

Campo Mourão,2009. Disponível em: http://www.diaadiaeducacao.pr.gov.br/portals/cadernospde/pdebusca/producoes_pde/2009_fecilcam_lingua_estrangeira_moderna_md_

silvana_valeria_.pdf. Acesso em : Nov. 2013

MACHADO, A.R.; CRISTOVÃO, V.L. A construção de modelos didáticos de gêneros:

aportes e questionamentos para o ensino de gêneros. In: Linguagem em (Dis)curso -

LemD, Tubarão, v. 6, n. 3, p. 547-573, set./dez. 2006.

PARANÁ, Secretaria de Estado da Educação. Diretrizes Curriculares da Educação

Básica: língua estrangeira moderna, 2008.

STUTZ, L.; CRISTOVÃO. A construção da identidade em relatos autobiográficos de

alunos-professores de inglês. In: VENTURINI, M.C.; BIAZI, T.M.D.; OLIVEIRA, S.E.

O professor no Brasil: dizeres contemporâneos.Guarapuava: Ed. Da Unicentro, 2012.

p.55-77.

Sites

http://www.elc.byu.edu/classes/buck/w_garden/students/students_autobios.html. Acessed

Sept.2013

http://www.teachingenglish.org.uk/blogs/rabten/class-my-students-autobiographies.

Acessed Sept.2013

www.famouspeoplelessons.com. Acessed Sept.2013

www.biography.com

http://www.youtube.com/watch?v=tupVEfXPhvg. Acessed Sept. 2013

http://www.youtube.com/watch?v=W6UTvgq_gUo Acessed Sept. 2013

http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia/imagens/geografia/m

apa_mundi.jpg. Acessed nov 2013.

http://oglobo.globo.com/in/7303189-a8a-f54/FT500A/tiago620.jpg

http://i1.r7.com/data/files/2C95/948E/2FE9/AB5B/012F/E9C7/6503/498A/negro%20livro

s%20450x338.jpg

http://3.bp.blogspot.com/-

CEQgDrmUtmA/UDV1cLSqfsI/AAAAAAAACp4/TIFdmV2mwsY/s1600/KaluNew2.jpg

https://encrypted-

tbn3.gstatic.com/images?q=tbn:ANd9GcSJZnAibVm5LmklrQuVFS5SYthpIWCC8fbxih

Ht-9NOlrJVwI4

http://fundacaocultural.bad.hospedagemdesites.ws/wp-

content/uploads/2013/10/Samsara.jpeg

https://www.google.com.br/#q=tibet+leadership+journey+powerpoint. Acessed. Sept.2013