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Produções Didático-Pedagógicas

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Título: Do conto de fadas à realidade escolar: uma experiência de leitura

Autor: Rosimari Silvério Cândido Martins

Disciplina/Área: Língua Inglesa

Escola de Implementação do

Projeto e sua localização:

Colégio Estadual Cianorte – Ensino

Fundamental, Médio, Normal e Profissional

Município da escola: Cianorte

Núcleo Regional de Educação: Cianorte

Professor Orientador: Profa. Me. Érica Fernandes Alves

Instituição de Ensino

Superior:

UNESPAR/FECILCAM

Relação Interdisciplinar:

Resumo:

Constatando-se que os alunos

apresentam dificuldades quanto às

habilidades de leitura, principalmente na

Língua Inglesa, há certa preocupação

neste projeto no que tange o despertar do

gosto e o interesse pela leitura de textos

literários. Diante do exposto, o projeto em

andamento propõe estudar, analisar, refletir

por meio de leituras e pesquisas e

apresentar uma proposta de trabalho que

vise colaborar para a redução das

dificuldades na aquisição da leitura, por

meio do gênero conto de fadas. O gênero

foi escolhido devido ao fato de privilegiar a

fantasia, a imaginação, sem se distanciar

completamente dos problemas que

emergem dos relacionamentos.

Fundamentando-se na proposta das DCE

(2008) para o ensino de língua inglesa,

este material didático visa desenvolver uma

proposta de trabalho oferecendo ao

educando a oportunidade de conferir seu

entendimento de compreensão do uso da

Língua Inglesa em sua compreensão

linguística e cultural dentro da literatura por

meio do gênero conto de fadas, orientando-

o a localizar e utilizar as informações

contidas nos contos, despertando assim

sua consciência crítica.

Palavras-chave: Conto de fadas, leitura, língua inglesa

Formato do Material Didático: Caderno didático

Público: Alunos do 3º ano de Formação Docente

SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED

SUPERINTENDÊNCIA DA EDUCAÇÃO – SUED

DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS – DPPE

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE

UNIDADE DIDÁTICO-PEDAGÓGICA

Do conto de fadas à realidade escolar: uma experiência de leitura

ROSIMARI SILVÉRIO CÂNDIDO MARTINS

UNIDADE DIDÁTICO-PEDAGÓGICA

Do conto de fadas à realidade escolar: uma experiência de leitura

Unidade didático-pedagógica apresentada à

Coordenação do Programa de Desenvolvimento

Educacional – PDE, da Secretaria de Estado da

Educação do Paraná, em convênio com a

Faculdade Estadual de Ciências e Letras de

Campo Mourão, sob a orientação da Profa. Me.

Érica Fernandes Alves.

CAMPO MOURÃO

2013

Professora PDE: Rosimari Silvério Cândido Martins

Do conto de fadas à realidade escolar: uma experiência de leitura

APRESENTAÇÃO

Por meio da literatura, o aluno desenvolve atividades de vocabulário,

compreensão e interpretação; permite-lhe assumir uma atitude mais crítica em

relação ao mundo, tendo melhor senso crítico e melhora de escrita. A literatura

oferece ao educando uma ferramenta para sociabilizar-se com os demais;

proporciona ao aluno a possibilidade de que ele acumule conhecimentos à medida

que sua leitura progrida. O uso de textos literários na sala de aula é de grande

importância para o seu conhecimento de mundo. Segundo as DCE, “para que uma

leitura em Língua Estrangeira se transforme realmente em uma situação de

interação, é fundamental que o aluno seja subsidiado com conhecimentos

linguísticos, sociopragmáticos, culturais e discursivos” (PARANÁ, 2008, p. 66).

Aprender inglês por meio de contos de fadas contribui para o aprendizado de

forma prazerosa fazendo com que o educando tenha mais interesse, descobrindo

que através de histórias ele pode fazer inter-relação com a língua estrangeira. Deste

modo, desenvolver e aplicar às práticas cotidianas de sala de aula, materiais e

atividades interessantes e diferenciadas por meio de textos literários que explorem

as práticas discursivas de leitura e oralidade, facilitando o aprimoramento no

aprendizado do idioma deve ser uma preocupação constante do educador.

OBJETIVO GERAL

Desenvolver uma proposta de trabalho oferecendo ao educando a

oportunidade de conferir seu entendimento de compreensão do uso da Língua

Inglesa em sua compreensão linguística e cultural dentro da literatura por meio do

gênero conto de fadas, orientando-o a localizar e utilizar as informações contidas

nos contos, despertando assim sua consciência crítica.

OBJETIVOS ESPECÍFICOS

Coletar e elaborar diferentes tipos de atividades e materiais didáticos de

Língua Inglesa que englobam a literatura por meio do gênero conto de fadas como

suporte para o aprendizado da língua, desenvolvendo as práticas discursivas de

leitura, oralidade e leitura;

Possibilitar ao aluno o conhecimento e compreensão do gênero conto de

fadas;

Desenvolver no aluno a habilidade de produzir textos;

Incentivar o trabalho em equipe;

Promover o hábito de leitura;

Fazer uso da língua Inglesa como mediadora na compreensão dos textos e

da linguagem oral para realizar sugestões e expressar opiniões sobre sugestões

feitas;

Fazer a leitura dos textos, refletir sobre eles, confrontar as opiniões com as

informações contidas nos textos e associá-las a sua realidade.

i

1. In pairs, ask and answer.

a) What’s our official language?

b) What other languages are there in Brazil?

c) When did you start learning English?

d) In your opinion, is it difficult to learn this language?

e) What do you need English for?

f) In your opinion, why is the knowledge of a second language important? In what

situations?

MODULE 1

Carga horária: 20 H/A

Gênero: Contos de Fadas

Objetivos: Explicação do projeto de intervenção e do material, destacando os

objetivos principais:

• Contexto comunicativo por meio da aplicação de questionário a respeito do

conhecimento do aluno sobre o gênero contos de fadas;

Questionário

• Apresentação do gênero textual contos de fadas “Beauty and the Beast”, a

partir da leitura de imagens, com foco nas estratégias de leitura: Pre Reading/While

Reading/Post Reading;

• Estimular a prática da leitura de literatura;

• Permitir o contato e compreensão dos alunos acerca do gênero;c

• Explorar o texto de forma dinâmica para que ocorra a interação de leitor/texto

(autor) na produção de sentidos;

• Trabalhar a intertextualidade por meio da imagem The Ugly Duchess,

explorando o belo e o feio;

• Realizar atividades interativas por meio de debates e discussões;

• Possibilitar ao aluno desenvolver as competências linguísticas e literárias e

uma interação entre aluno/professor, aluno/aluno e texto/leitor;

• Fazer a leitura dos textos, refletir sobre eles, confrontar as opiniões com as

informações contidas nos textos trabalhados e associá-las a sua realidade;

• Trabalhar com o léxico e gramática pertinente ao texto literário;

• Explorar o texto de uma forma dinâmica para que haja interação entre o leitor

e o texto na produção de sentidos;

Trabalhar a música Beauty and the Beast de Peabo Bryson e Celine Dion.

Metodologia

No início serão feitos questionamentos sobre leitura, contos de fadas, com o

intuito de motivar a leitura e, consequentemente a escrita. As perguntas serão

conduzidas de modo a fazer com que os alunos tenham contato com o gênero.

Na sequência vamos trabalhar com o conto “Beauty and the Beast” dos

autores Irmãos Grimm, onde será ser feita a leitura do conto. Em seguida, sugere-se

que os alunos pesquisem as palavras desconhecidas, bem como seus sinônimos.

Depois trabalharemos as atividades de leitura, interpretação, compreensão e

análises linguísticas, proporcionando que observem as suas características do

gênero como, constituição das personagens, etc.

Trabalharemos também a intertextualidade por meio da exploração da

imagem The Ugly Duchess, também conhecida como A Grotesque Old Woman

permitindo que os alunos cheguem à conclusão que há uma relação de interação

entre a pintura e o conto de fada.

Será proporcionada a apreciação da atividade musical para que possam

expressar seus sentimentos e interação com a música utilizando os recursos

existentes na escola como a TV pen drive para realizar a atividade. Após assistirem

ao videoclipe os alunos serão orientados a analisarem o sentido da música e

relacioná-la ao filme e ao texto do conto de fadas “Beauty and the Beast”, ampliando

assim, os conhecimentos que possuem sobre o conto.

Os alunos assistirão pela TV pen drive ao filme “Beauty and the Beast”, e logo

após será sugerido a eles a produção oral de uma cena que mais gostaram no filme

por meio de uma encenação em grupo em língua inglesa. Além disso, serão

priorizados momentos, onde os alunos poderão expressar a compreensão do filme

por meio de comentários, fazendo comparações do conto Beauty and the Beast na

escrita e no filme.

Book, 2013, ilustrações.

Fonte: Silva, 2013

Studying THE CONTENT AND THE

LANGUAGE

1) Sit in pairs and discuss these questions:

a) Você gosta de ler? O quê você lê?

( ) newspaper/jornal

( ) fairy tales/contos de fadas

( ) magazines/revistas

( ) comics/histórias em quadrinhos

( ) poetry/poesia

( ) short-stories/contos

( ) novels/romances

( ) self-help books/ livros de auto

ajuda

( ) others/outros:

_________________

b) Você sabe o que é um conto de fadas?

c) Você ouviu contos de fadas na infância?

d) Quem contava as histórias?

e) Você tinha histórias preferidas? Quais?

f) Você gostava das histórias narradas? Por quê?

g) Você já leu algum? Qual (is)?

h) O que faz um conto de fadas diferente de outros tipos de histórias?

i) O que os contos de fadas têm em comum?

j) Você acha que os contos de fadas fazem parte da atualidade? Por quê?

k)Cite alguns pontos positivos e negativos que você atribui aos contos de fadas.

Questionário

______________________________________________________________________

ii

____________________________________________________________________

Do conto de fadas

Os contos de fadas, em sua tradição oral, surgiram há milhares de anos. De

acordo com alguns autores os contos de fadas nasceram na Pérsia e tiveram

origem numa região que o povo Celta habitava. Desde os séculos XVII e XVIII,

já havia a participação dos escritores na origem dos contos de fadas como os

escritores, o francês Charles Perrault, os alemães Jacob e Wilhelm Grimm e o

dinamarquês Hans Christian Andersen, que pesquisaram e adaptaram as

histórias contadas pelos trabalhadores que se sentavam à noite em volta de

fogueiras para contar histórias as quais eram passadas de geração para geração.

Após essa adaptação, os contos foram se tornando mais suaves até chegarem às

versões que conhecemos hoje. Os contos, que muitas vezes começam com a

expressão Era uma vez, não especificam nem época nem local em que se passa a

história, mas sim num passado distante. A ação dos acontecimentos é rápida, a

narrativa obedece sempre à ordem cronológica dos acontecimentos, aparecem

seres encantados e elementos mágicos pertencentes a um mundo imaginário

com lugares mágicos e desconhecidos, onde tudo pode acontecer.

______________________________________________________________________

iii

________________________________________________________________________

1) Discuss in pairs. To which fairy tales do these pictures refer to?

iv v vi vii

2) Now, read the text:

FAIRY TALE

Beauty and the Beast - Grimm Brothers

Once upon a time as a merchant set off for market, he asked each of

his three daughters what she would like as a present on his return.

The first daughter wanted a brocade dress, the second a pearl

necklace, but the third, whose name was Beauty, the youngest,

prettiest and sweetest of them all, said to her father:

"All I'd like is a rose you've picked specially for me!"

When the merchant had finished his business, he set off for home.

However, a sudden storm blew up. Cold and weary, he suddenly noticed

a bright light shining in the middle of a wood.

Beauty and the Beast - 01

Fonte: Silva, 2013

"I hope I'll find shelter there for the night," he said to himself. When

he reached the door, he saw it was open, and plucking up courage, he

went inside. On a table in the main hall, a splendid dinner lay already

served. The merchant lingered, shouting for the owner of the castle

but no one came, and so the starving merchant sat down to a hearty

meal.

Moved by curiosity, he went upstairs, where the corridor led into

magnificent rooms and halls. A fire crackled in the first room and a

soft bed looked very inviting. It was now late, and the merchant could

not resist. He lay down on the bed and fell fast asleep. When he woke

next morning, an unknown hand had placed a mug of steaming coffee

and some fruit by his bedside.

After breakfast, he went downstairs to thank his generous host. But,

there was nobody. Suddenly, a large rose bush caught his eye.

Remembering his promise to Beauty, he bent down to pick a rose.

Instantly, a horrible beast, wearing splendid clothes appeared

shouting: "Ungrateful man! I gave you shelter, you ate at my table and

slept in my own bed, but now all the thanks I get is the theft of my

favorite flowers! I shall put you to death for this slight!" Trembling

with fear, the merchant fell on his knees before the Beast.

Beauty and the Beast - 02

Fonte: Silva, 2013

"Forgive me! Forgive me! Don't kill me! I'll do anything you say! The

rose wasn't for me, it was for my daughter Beauty. I promised to bring

her back a rose from my journey!"

"I shall spare your life, but on one condition, that you bring me your

daughter!" The merchant was very afraid but he promised that he

would do so. When he reached home in tears, his three daughters ran to

greet him. After he had told them of his dreadful adventure, Beauty

put his mind at rest immediately.

"Dear father, I'd do anything for you! Don't worry, you'll be able to

keep your promise and save your life! Take me to the castle. I'll stay

there in your place!" The merchant hugged his daughter.

So Beauty led to the castle. The Beast, however, had quite an

unexpected greeting for the girl. Instead of menacing doom as it had

done with her father, it was surprisingly pleasant.

Beauty and the Beast - 03

Fonte: Silva, 2013

In the beginning, Beauty was frightened of the Beast, then she found

that, in spite of the monster's awful head, her horror of it was

gradually fading as time went by. The days passed, and Beauty and

the Beast became good friends. Then one day, the Beast asked the girl

to be his wife.

Beauty and the Beast – 04

Fonte: Silva, 2013

Taken by surprise, Beauty did not know what to say. Marry such an

ugly monster? She would rather die! But she did not want to hurt the

feelings of one who, after all, had been kind to her. And she

remembered too that she owed it her own life as well as her father's.

"I really can't say yes," she began shakily. "I'd so much like to..." The

Beast interrupted her with an abrupt gesture.

"I quite understand! And I'm not offended by your refusal!" Life went

on as usual, and nothing further was said. One day, the Beast

presented Beauty with a magnificent magic mirror. She could see her

family, far away.

"You won't feel so lonely now," were the words that accompanied the

gift. Beauty stared for hours at her distant family. Then she began to

feel worried. One day, the Beast found her weeping beside the magic

mirror.

"What's wrong?" he asked, kindly as always.

"My father is gravely ill and close to dying! Oh, how I wish I could

see him again, before it's too late!" But the Beast only shook its head.

"No! You will never leave this castle!" However, a little later, it

returned and spoke solemnly to the girl.

"If you swear that you will return here in seven days time, I'll let

you go and visit your father!" Beauty threw herself at the Beast's

feet in delight.

"I swear! I swear I will! How kind you are! You've made a loving

daughter so happy!" In reality, the merchant had fallen ill from a

broken heart at knowing his daughter was being kept prisoner. When

he embraced her again, he was soon on the road to recovery. Beauty

stayed beside him for hours on end, describing her life at the Castle,

and explaining that the Beast was really good and kind. The days

flashed past, and at last the merchant was able to leave his bed. He

was completely well again. Beauty was happy at last. However, she

had failed to notice that seven days had gone by.

Then one night she woke from a terrible nightmare. She had dreamt

that the Beast was dying and calling for her, twisting in agony.

"Come back! Come back to me!" it was pleading. The solemn promise she

had made drove her to leave home immediately.

"Hurry! Hurry, good horse!" she said, whipping her steed onwards

towards the castle, afraid that she might arrive too late. She rushed

up the stairs, calling, but there was no reply. Her heart in her mouth,

Beauty ran into the garden and there crouched the Beast, its eyes

shut, as though dead. Beauty threw herself at it and hugged it

tightly.

Beauty and the Beast - 05

"Don't die! Don't die! I'll marry you . . ." At these words, a miracle took

place. The Beast's ugly snout turned magically into the face of a

handsome young man.

"How I've been longing for this moment!" he said. "I was suffering in

silence, and couldn't tell my frightful secret. An evil witch turned me

into a monster and only the love of a maiden willing to accept me as I

was, could transform me back into my real self. My dearest! I'll be so

happy if you'll marry me."

Beauty and the Beast - 06

Fonte: Silva, 2013

The wedding took place shortly after and, from that day on, the

young Prince would have nothing but roses in his gardens. And that's

why, to this day, the castle is known as the Castle of the Rose.

Fonte: Adaptado de: http://www.ivyjoy.com/fables/beauty.html

viii

3) Based on the text tick (√) the correct options:

a) This text is

( ) a poem ( ) a fable ( ) a fairy tale

4) Discuss with a friend about these questions.

a) How do you say “contos de fadas” in English?

b) Have you ever read Beauty and the Beast?

c) Who are the main characters?

d) Who is the narrator?

e) Where does it happen?

f) What is this fairy tale about?

g) Identify the characters in the text and its physical characteristics.

h) In your opinion, why are this fairy tale so famous?

i) Do you know any other fairy tales? Which ones?

j) Have you ever read or watched (TV, cinema) any fairy tales?

k) What’s your favorite fairy tale?

l) What are the common characters in a fairy tale?

DISCUSS

5) Tick (√) the characteristics of fairy tales.

( ) It can be funny ( ) good stepmother

( ) sad ending ( ) beautiful girl

( ) magic potion ( ) happy ending

( ) ugly princess ( ) No specific time

( ) story has magic ( ) evil prince

( ) good X evil ( ) supernatural beings

( ) animals and plants can talk. ( ) story setting is usually in a castle,

forest, or village.

6) Organize the sentences to form the correct sequence according to the story.

( ) The Beast's ugly snout turned magically into the face of a handsome young

man.

( ) She had dreamt that the Beast was dying and calling for her, twisting in agony.

( ) "I shall spare your life, but on one condition, that you bring me your daughter!"

( ) In the beginning, Beauty was frightened of the Beast, and shuddered at the

sight of it.

( ) Remembering his promise to Beauty, he bent down to pick a rose.

( ) The Beast's ugly snout turned magically into the face of a handsome young

man.

( ) “My dearest! I'll be so happy if you'll marry me."

( ) The days passed, and Beauty and the Beast became good friends.

( ) Suddenly, a large rose bush caught his eye.

( ) “My father is gravely ill and close to dying!”

( ) Once upon a time as a merchant set off for market.

( ) Instantly, out of the rose garden, sprang a horrible beast, wearing splendid

clothes.

( ) Take me to the castle. I'll stay there in your place!"

( ) sudden storm blew up, and his horse could hardly make headway in the

howling gale.

( ) sudden storm blew up, and his horse could hardly make headway in the

howling gale.

7) Identify in the text who said:

( ) Father ( ) Beauty ( ) Beast

8) Read the text again. Write T for True and F for False.

( ) The Prince is handsome and kind.

( ) This is a fairy tale about love and enchantment.

( ) Nobody can learn to love a beast.

( ) Beauty’s father is a merchant.

( ) Beauty and her sisters are brave and go to the Beast’s castle.

( ) Beauty loves the Beast and wants to marry him.

( ) Beast suddenly become a handsome prince and he and Beauty get married.

( ) The beast was very well, when Beauty returned to the castle.

9) Opposite words:

The opposite of man is woman

10) Find in the text the opposite for these words:

a) The rose wasn't for me, it was for my son ________________________

b) When he reached the door, he saw it was closed. ________________________

c) Suddenly, a small rose bush caught his eye. ________________________

d) When he woke next morning, a known hand had placed a mug of steaming coffee

and some fruit by his bedside. ________________________

e) I'll stay here in your place!" ________________________

f) He was completely bad again? ________________________

"How I've been

longing for this

moment!" (1)

"Forgive me!

Forgive me! Don't

kill me! I'll do

anything you say!”

(2)

"Don't die! Don't die!

I'll marry you. (3)

g) Beauty was unhappy at last. ________________________

h) The Beast's ugly snout turned magically into the face of a handsome old man.

________________________

i) The young princess ________________________ would have nothing but roses

in his garden.

11) Adjectives to describe appearance and personality

Put the adjectives into the correct box.

ugly/plain – indecisive – helpful – beautiful/handsome – short – calm –

intelligent – fat – determined – shy – thin – impatient –tall – generous –

ambitious – selfish – optimistic – old – loyal – honest – nervous – talkative –

slim – young – sensitive – overweight

Appearance Personality

12) Look at the picture and read the text.

Beauty and the Beast - 07

Fonte: Silva, 2013

Her name is Beauty. She is a nice,

beautiful girl. She is tall and slim and

very generous. Beauty is a princess and

she lives in a castle. Every morning she

waters the flowers in the garden. She

likes reading and dancing. Beauty loves

Beast and she is very happy.

13) Now, choose a famous person or a person you know and describe him or her. After that,

read is to the class.

ix

14) Look at the picture and discuss with a friend:

INTERTEXTUALITY

Did you know that this

picture, The Ugly

Duchess (also known as

A Grotesque Old

Woman), is a satirical

portrait painted by the

Flemish artist Quentin

Matsys around 1513?

a) What is the relation between this picture and the fairy tale Beauty and the Beast?

_________________________________________________________________

b) Write a description of the person in the picture.

___________________________________________________________________

_______________________________________________________________

c) What is the textual genre of this text?

_________________________________________________________________

d) Who is the most beautiful famous person in your opinion? Why?

_________________________________________________________________

e) How appearance is important in our society nowadays?

_________________________________________________________________

f) Is appearance important to you?

( ) not important ( ) not very important ( ) very important

Possessive Adjectives

Os adjetivos possessivos são usados para indicar posse e aparecem

imediatamente antes do substantivo.

Singular Plural

(I) my (we) our

(you) your (you) your

(he) his (they) their

(she) her

(it) its

GRAMMAR

15) Supply possessive adjectives:

a) Once upon a time as a merchant set off for market, he asked each of ______

(her/his) three daughters what she would like as a present on ______ (his/her)

return.

b) The first daughter wanted a brocade dress, the second a pearl necklace, but the

third, whose name was Beauty, the youngest, prettiest and sweetest of them all, said

to ______ (his/her) father.

16) Complete the sentences with possessive adjectives.

a) He is writing __________ name.

b) Mary and I are studying with __________ teacher.

c) The girls are at home with __________ parents.

d) I am doing __________ activities now?

e) The little dog is in __________ house.

PAST TENSE OF REGULAR VERBS

Regra geral: verbo no infinitivo sem a partícula to + ed. Ex. to show: showed

• Os verbos regulares, em inglês, possuem uma única terminação para o passado: ed. • Os verbos terminados em e, no infinitivo, acrescenta-se d.

Ex. to love: loved • Os verbos terminados em y precedido de consoante formam o passado mudando o y por ied.

Ex. to study: studied • Em verbos que terminam em consoante + vogal + consoante, cuja sílaba tônica é a última, dobra-se a última consoante e acrescenta-se ed.

Ex. to travel: travelled

A interrogativa e a negativa do passado simples são formadas com o auxiliar Did

antes do verbo no infinitivo. (Nesse caso, o DID não tem tradução)

Affirmative form Ex: I studied yesterday

Interrogative form Ex: Did you study yesterday?

Negative form Ex: I didn’t study yesterday/

I did not study yesterday.

17) Form the simple past of the following verbs: Complete with d/ed/ ied

a) play _____ d) work _____ g) permit _____

b) love ____ e) listen _____ h) follow _____

c) study _____ f) watch _____ i) help _____

18) Complete the sentences with the correct form of the verb in brackets.

a) I _______________________ (promise) to bring her back a rose from my

journey!"

b) He suddenly _______________________ (notice) a bright light shining in the

middle of a wood.

c) One day, the Beast ______________________ (present) Beauty with a

magnificent magic mirror.

d) They ________________________ (watch) a great science-fiction movie last

night.

e) John and Paul _______________________ (surf) the web for hours.

f) They _______________________ (wish) us peace and good luck!

ACTIVITIES

Having fun

19) Maze game: Help the beauty to arrive in the castle.

Beauty and the Beast – 08

20) Now, create a have fun-activity and present it to the class.

MUSIC

3) Listen to the song and put the lines in the correct order.

Beauty and the Beast

By: Peabo Bryson and Celine Dion

( ) Then somebody bends

( ) True as it can be

( ) Tale as old as time

( ) Barely even friends

( ) Unexpectedly […]

Disponível em: http://www.vagalume.com.br/peabo-bryson/beauty-and-the-beast.html#ixzz2d1cPe9db

4) Discuss with a friend:

1. Did you like this song?

2. What is it about?

3. What is the relation between this song and the fairy tale Beauty and the Beast?

LISTENING

ACTIVITY

______________________________________________________________

x

_________________________________________________________

5) Now, watch the film Beauty and the Beast.

6) After watching the movie "Beauty and the Beast" in groups, choose a scene to

show to the class.

Enchanted objects

7) Match the words to the pictures

GASTON - HORLOGE - LUMIÈRE - SAMOVAR - ZIP - FIFI

Beauty and the Beast – 09 – 10 – 11 – 12 – 13 – 14

1

_____________ _____________ _____________

_____________ _____________ _____________

1. After watching the movie "Beauty and the Beast" in groups, choose a scene to

show to the class.

1 Todas as figuras utilizadas no exercício 6 são de autoria de SILVA, Gilmar, 2013.

MODULE 2

Carga horária: 06 H/A

Gênero: Biografia

Objetivos: Trabalhar o gênero biografia com diferentes objetivos: busca de

informação, de comunicação e de interação;

• Orientar os alunos para a produção de biografias, com objetivo de analisar o que

eles aprenderam sobre o gênero;

• Explorar as características específicas da biografia;

• Permitir ao aluno conhecer um pouco da vida dos autores solicitados;

• Discutir com os alunos sobre as características identificadas nos autores e o que

diferencia esse tipo de gênero dos demais, como poesia, fábulas e reportagens e

outros;

• Orientar o aluno de escrever a sua própria autobiografia e de um destinatário

real como um colega, parente ou famoso, instruindo-o sobre a sequência dos dados

como: nome, local de nascimento, nomes dos pais, irmãos, avós, o que mais gostam

de fazer, etc.;

. • Propor aos alunos de pesquisarem e apresentarem para a turma as biografias

pesquisadas de autores de literatura;

• Trabalhar as estruturas gramaticais.

Metodologia:

Agora será trabalhado a biografia dos Irmãos Grimm, onde serão priorizadas

a leitura e a escrita. Após a leitura e atividades do texto, será proposto que os alunos

pesquisem e apresentem outras biografias de alguns autores mais conhecidos na

literatura, por meio de slides e vídeos. Também será explorada a estrutura e a

sequência da biografia e análise linguística.

___________________________________________________________________

xi

_______________________________________________________________________

1) Look at the photo of these two men and discuss with a friend.

a) Do you know anything about them? If so tell what you know.

b) Today's world, magic exercised by fairy tales of Perrault and Brothers Grimm, may

still be present in people's lives? Justify your answer.

DISCUSS

2) Now, read the text bellow.

xii

Adapted from: http://www.notablebiographies.com/Gi-He/Grimm-Brothers.html

Together from the beginning: Grimm Brothers

Jakob Karl Grimm was born on January 4, 1785, in Hanau, Germany. His

brother, Wilhelm Karl Grimm, was born on February 24, 1786.

As small children they spent most of their time together; aside from a brief period of

living apart, they were to remain together for the rest of their lives.

For some years the brothers had been in contact with the romantic poets

Clemens Brentano (1778–1842) and Achim von Arnim (1781–1831), who were

preparing a collection of German folk songs. Following their own interests in folklore

and legends, the brothers wrote their first collection of tales called ‘Tales of Children

and the Home’, in 1812. These tales were collected by recording stories told by

peasants and villagers. Wilhelm put them into written form and gave them a pleasant,

childlike style.

In addition, the Grimms worked on editing existing pieces of other folklore and

early literature. Between 1816 and 1818 they published two volumes called ‘German

Legends’. At about the same time they published a volume of studies in the history of

early literature called ‘Old German Forests’.

Wilhelm died in Berlin on December 16, 1859. Jakob continued to work until his death

in Berlin on September 20, 1863.

3) Among the characteristics below, which ones belong to the genre “biography”?

( ) personal data ( ) real facts

( ) scientific information ( ) life trajectory

( ) moral aspects ( ) verbs in the past tense

( ) personal opinion ( ) first singular person

4) Look for the information asked below in the text you’ve read:

a) Their birthday __________________________

b) When they started their career __________________________

c) Where they studied __________________________

d) Where they were born __________________________

e) What their occupation was __________________________

f) Where they began writing about fairly tales___________________________

He is He was

She is She is was

5) Look at these sentences from the text and check (√) the correct answer.

Jakob Karl Grimm was born on January 4, 1785, in Hanau, Germany.

They were to remain together for the rest of their lives.

In what verb form are the verbs in bold?

( ) infinitive ( ) simple past ( ) past participle ( ) simple present

PAST TENSE of VERB TO BE

AFFIRMATIVE NEGATIVE INTERROGATIVE

I was I was (I wasn’t) Was I?

You were You were (You weren’t) Were you?

He was He was (He wasn’t) Was he?

She was She was (She wasn’t) Was she?

It was It was (it wasn’t) Was it?

We were We were (We weren’t) Were we?

You were You were (You weren’t) Were you?

They were They were (They weren’t) Were they?

He was

She was

It was

We were

You were

They were

You were

He was

She was

It was

GRAMMAR

6) Put the sentences into the negative (a) and into the interrogative (b).

Example: Monteiro Lobato was a writer.

a) Monteiro Lobato wasn’t a writer.

b) Was Monteiro Lobato a writer?

1. The notebook was very expensive.

a) _______________________________________________________

b) _______________________________________________________

2. Mary and July were good teachers.

a) ________________________________________________________

b) ________________________________________________________

PAST TENSE OF IRREGULAR VERBS

São verbos irregulares que não têm o passado terminado em ED.

O past tense corresponde, em português, ao pretérito perfeito e imperfeito do

indicativo.

Ex: Go – went

Have – had

Swim – swam

Drive – drove

Sing – sang

Put –put

Know – knew

Hear – heard

Cut – cut

Drink – drank

Sleep – slept

Eat – ate

A interrogativa e a negativa do passado simples são formadas com o auxiliar

Did antes do verbo no infinitivo. (Nesse caso, o DID não tem tradução)

Affirmative form - The teacher spoke in English yesterday.

Interrogative form - Did the teacher speak in English?

Negative form - The teacher didn’t speak in English.

CROSSWORDS

xiii

7) Find the irregular verbs in the crossword

C E G I K N F P S U X W Z B D E G

D R A N I K O M O Q S U X H A D Z

E G I K M O R Q S U B X W Z B D F

I K M O Q S G T U X E X A C M U N

Q W R T Y U A I O P G A S D F G T

G M N B V C V X Z L A K J I P H N

A B E C A M E Q W E N R E T U Y E

V A V S D F G H B R O U G H T J W

E K O L Z X C V B N M P O I U Y T

R E R W Q A F E L L K J H G F D S

M B D N V C X Z A S D F G H E J E

L K J H G F D S A W E R E A M Q D

Z X F V K E P T B N L J H G A W A

R Q W O E R T Y U I O P W H C G M

D S B C U X Z P O D U Y O T R E W

S A W Z X N V B N I M L K J H G F

G F D S S A D P U D I Q E A S D B

V G H J I O P M K U Y T H T O O K

N D Y K M Z Y S R K N E W S T V P

LET’S

DO IT

see – go – wake – give – put – fall – forgive – bring – do –

keep – take – find – become – begin – was – know – run –

come – make – have

8) Read the text about Brazilian writer Monteiro Lobato and put the verbs in brackets

into the past simple form.

José Bento Renato Monteiro Lobato _______________ (be) born on April 18,

1882 - July 4, 1948. He ____________ (be) born in Taubaté, São Paulo. Lobato is

best known for a set of educational but entertaining children's books and he

___________ (be) one of Brazil's most influential writers, mostly for his children's

books _________ (set) in the fictional Sítio do Picapau Amarelo but he __________

(be) previously a prolific writer of fiction, a translator and an art critic. He also

__________ (found) one of Brazil's first publishing houses (Companhia Editora

Nacional) and _____________ (become) a supporter of nationalism.

Lobato_______________ (was) also an

influential journalist and publisher and__________(write) regularly for

several newspapers and magazines, and _______________ (was) a noted and

respected art critic. Monteiro Lobato died in São Paulo in 1948.

Adapted from: http://en.wikipedia.org/wiki/Monteiro_Lobato

9) AUTOBIOGRAPHICAL DATA

Interview a friend and fill in the form

Full name: _____________________________

Date of birth: ___________________________

Place of birth: __________________________

Parents’ names: ________________________

Where live/now _________________________

Occupation: ___________________________

Marital status: __________________________

Children: ______________________________

Important events your life: __________________________________

a) Now, write a biography of your friend.

Biographical Research

Agora que você conhece um pouco mais sobre contos de fadas, pesquise a

origem dos contos de fadas e sobre os principais autores: Charles Perrault,

Lewis Carrol, Carlo Collodi e Hans Christian Andersen e suas obras mais

famosas.

Faça um painel com as informações mais relevantes sobre eles e apresente

para os colegas na próxima aula.

Module 3

xiv

Carga horária: 06 H/A

Gênero: Poema

Objetivos:

Apresentar o poema “I have a dream” escrito por Martin Luther King;

Trabalhar o gênero textual poema, refletir sobre suas especificidades contextuais

e linguísticas;

Proporcionar o envolvimento dos alunos com o texto poético trabalhado;

Estimular a prática da leitura de poemas;

Questionar e propor a exposição de ideias e opiniões por meio de discussões

sobre o tema, a sua função social e a estrutura do mesmo;

Analisar o texto por meio de discussão oral para a formação de sentidos.

Metodologia:

Neste momento iremos trabalhar com o poema, a sua forma de organização.

Serão priorizadas atividades que conduzam o aluno fazer leituras para poder

interpretar e compreender o poema, o seu conteúdo temático e sua ideologia.

1) Read the text and answer the questions below with a partner.

a) This text is an extract of a

( ) biography ( ) fairy tale ( ) poem

b) What is this text title?

_______________________________________________________________

c) Who wrote it? What do you know about him?

_______________________________________________________________

d) When was it published?

_______________________________________________________________

I have a dream

I have a dream

That one day this nation will rise up

And live out the true meaning of its creed:

“We hold these truths to be self-evident,

That all men are created equal”.

I have a dream

that my four little children

will one day live in a nation

where they will not be judged

by the color of their skin

but by content of the character.

This is our hope

Martin Luther King, Jr., from a 1963 speech in Washington D.C

e) This poem is organized by

( ) paragraphs ( ) topics ( ) stanzas

f) How many lines have in each stanza?

_______________________________________________________________

g) Circle in the text the words that rhyme.

h) What does “I have a dream” symbolize in this poem?

( ) hope ( ) opinion ( ) freedom

i) In your opinion, what is this text about?

( ) poverty ( ) drugs ( ) racial problems

j) Which word(s) in the text tells you this?

_______________________________________________________________

k) Did his dream come true?

_______________________________________________________________

l) Does the idea in the poem relate to black people in Brazil?

_______________________________________________________________

m) Did you like poem? Have you ever written a poem?

_______________________________________________________________

n) What are the causes of racism and prejudice? How can we stop this?

_______________________________________________________________

o) What line(s) of the poem did you like the most? Why?

_______________________________________________________________

p) How can we relate this text with the fairy tale Beauty and the Beast?

_______________________________________________________________

.

2. Make sentences by putting the words in order.

a) wait – will – for you – he.

He will wait for you

b) my friends – will – tomorrow - at the party – meet –I.

_____________________________________________________

c) will - there – be - next year – they

_____________________________________________________

d) take - the boys - will - a bus.

_____________________________________________________

3. Put the sentences into the negative (a) and into the interrogative (b).

1. Heat will increase a lot next year.

a) Will heat increase a lot next year?

b) Heat won’t increase a lot next year

2. The new course will begin in July.

a) ________________________________________________________

b) ________________________________________________________

3. Paul and John will come late.

a) ________________________________________________________

b) ________________________________________________________

SIMPLE FUTURE

O futuro simples expressa ações completas no future.

O futuro simples é formado pelo verbo auxiliar Will (para todas as

pessoas) e pelo verbo principal no infinitivo sem to.

A interrogativa do futuro simples é feita colocando-se o verbo auxiliar

Will antes do sujeito.

A negativa do futuro simples é feita acrescentando-se not ao verbo

auxiliar (Will not ou won’t).

Nos dois casos, o verbo principal permanece inalterado.

REFERÊNCIAS

PARANÁ, Secretaria de estado da Educação. Diretrizes Curriculares da

Educação Básica Língua estrangeira Moderna, Curitiba, 2008.

Graded English: volume único/Elisabeth Prescher, Ernest Pasqualin, Eduardo Amos._2.eEd._ São Paulo: Moderna, 2003._ (coleção base) Fonte: Adaptado de: http://www.ivyjoy.com/fables/beauty.html: Acesso em:

ILUSTRAÇÕES

SILVA, Gilmar Martins da: FAIRY TALES, 2013, ilustrações.

______ Book, 2013, ilustrações.

______ Beauty and the Beast – 1, 2013, ilustrações.

______ Beauty and the Beast – 2, 2013, ilustrações.

______ Beauty and the Beast – 3, 2013, ilustrações.

______ Beauty and the Beast – 4, 2013, ilustrações.

______ Beauty and the Beast – 5, 2013, ilustrações.

______ Beauty and the Beast – 6, 2013, ilustrações.

______ Beauty and the Beast – 7, 2013, ilustrações.

______ Beauty and the Beast – 8, 2013, ilustrações.

______ Beauty and the Beast – 9, 2013, ilustrações.

______ Beauty and the Beast – 10, 2013, ilustrações.

______ Beauty and the Beast – 11, 2013, ilustrações.

______ Beauty and the Beast – 12, 2013, ilustrações.

______ Beauty and the Beast – 13, 2013, ilustrações.

______ Beauty and the Beast – 14, 2013, ilustrações.

REFERÊNCIAS DE IMAGENS

i Bebê Estrutura De Tópicos Lua Menino Menina. Disponível em

<http://pixabay.com/pt/beb%C3%AA-estrutura-de-t%C3%B3picos-lua-29167/>

acesso em 11, nov. 2013.

ii Menina Pessoa Leitor Livro Loira Feliz Sessão. Disponível

em:<http://pixabay.com/pt/menina-pessoa-leitor-livro-loira-148866/> acesso em 26

de Nov. 2013.

iii Menina Livro Escola Leitura Aprendizagem Feliz. Disponível em:<

http://pixabay.com/pt/menina-livro-escola-leitura-160170/ > acesso em : 26 de Nov.

2013.

iv Red Black Verde Apple Alimentos Frutas Pequenas. Disponível em:<

http://pixabay.com/pt/red-black-verde-apple-alimentos-25236/ > acesso em 11 de

nov. 2013.

v Gato De Botas Conto De Fadas Gato Animal Felino. Disponível em:

<http://pixabay.com/pt/gato-de-botas-conto-de-fadas-gato-155895/> acesso em 11

de nov. 2013.

viShell De Veja Mar Decoração Concha Férias Areia. Disponível em: <

http://pixabay.com/pt/shell-de-veja-mar-decora%C3%A7%C3%A3o-concha-

111502/> acesso em 11 de nov. 2013.

vii Estrutura De Tópicos Jack Desenhos Animados Grande. Disponível em <

http://pixabay.com/pt/estrutura-de-t%C3%B3picos-jack-37003/> acesso em 11 de

nov. 2013.

viii Disponível em: http://www.portaleducacao.com.br/pedagogia/artigos/17956/usina-

dos-sonhos. Acesso em: 26 de Nov. de 2013.

ix MATSYS, Quentin. The Ugly Duchess. 1520-1525. Disponível em:

<http://commons.wikimedia.org/wiki/File:Quinten_Massijs_(I)_-

_The_Ugly_Duchess_-_WGA14286.jpg > acesso em 11 de nov. 2013.

x Filme Cinema Vídeo Motion Picture Fotografia. Disponível em: <

http://pixabay.com/pt/filme-cinema-v%C3%ADdeo-motion-picture-158157/> acesso

em 26 de Nov. 2013.

xi Escola Estudante Educação Menino Garoto Crianças. Disponível em:

<http://pixabay.com/pt/escola-estudante-educa%C3%A7%C3%A3o-menino-41444/>

Acesso em 26 de Nov. 2013.

xii Adapted from: <http://www.notablebiographies.com/Gi-He/Grimm-Brothers.html>

Acesso em 26 de nov. 2013.

xiiiBebê Black Simples Mel EstruturaDeTópicos. Disponível em:

<http://pixabay.com/pt/beb%C3%AA-black-simples-mel-30666/> Acesso em 26-11-

2013.

xiv Menina Livro Escola Leitura Aprendizagem Feliz. Disponível em:

<http://pixabay.com/pt/menina-livro-escola-leitura-160167/> acesso em 26 de Nov.

2013.