PRODUÇÃO DIDÁTICO-PEDAGÓGICA

1. DADOS DE IDENTIFICAÇÃO

Professora PDE: Jocelene Zolete Ferreira

Área PDE: Língua Estrangeira Moderna – Inglês

NRE: Pato Branco

Professor Orientador IES: Ms. Sara Geane Kobelinski

IES vinculada: Universidade Estadual do Centro-Oeste – UNICENTRO

Escola de Implementação: Colégio Estadual São Luis – EFM

Público alvo de intervenção: 2a Série do Ensino Médio

2. TEMA

O presente estudo tem como principais objetivos elaborar e aplicar material

pedagógico de Língua Estrangeira Moderna (LEM-inglês), o qual elegeu o gênero

textual sinopse de filmes como tema.

3. TÍTULO

Da tela ao papel: gênero textual Sinopses de Filmes em LEM-inglês para

alunos do Ensino Médio.

4. APRESENTAÇÃO

Vivemos em uma sociedade em rede, ouvinte e imagética. A difusão de novas

tecnologias e ambientes virtuais, audiovisuais e de aprendizagem nos remetem à

necessidade de discutir outras possibilidades de elaboração cognitiva.

De acordo com as Diretrizes Curriculares Estaduais –DCEs (2008), a reflexão

crítica acerca dos discursos que circulam em Língua Estrangeira Moderna

(doravante LEM-Inglês) somente é possível mediante o contato com textos verbais e

não-verbais. Do mesmo modo, a produção de um texto se faz sempre a partir do

contato com outros textos, que servirão de apoio e ampliarão as possibilidades de

expressão dos alunos.

Para viabilizar esta proposta as DCEs (2008), evidenciam o trabalho com

LEM-inglês, focalizando principalmente a questão dos gêneros textuais. A partir

deste enfoque entende-se que as DCEs buscam ampliar a compreensão dos

diversos usos da linguagem, bem como a ativação de procedimentos interpretativos

alternativos no processo de construção de significados possíveis pelo leitor.

Com o objetivo de oportunizar o estudo de um gênero significativo aos alunos

de escolas públicas, especialmente no estado do Paraná, este projeto de pesquisa

elegeu o gênero sinopse de filme, uma vez que tal gênero nos permite aproximar as

manifestações da língua no seu dia-a-dia com o contexto escolar e atribuir sentido

ao que se pretende ensinar.

A tentativa será de explorar junto aos discentes de uma 2a série do Ensino

Médio, do Colégio São Luis Ensino Fundamental e Médio, município de São João,

as questões referente à leitura, compreensão e produção a partir do gênero sinopse,

de forma que possam identificar as características do gênero ampliando suas

capacidades linguísticas no que diz respeito a compreensão e produção deste

gênero.

Propõe-se com este trabalho, explorar, ampliar e criar contextos de

compreensão e produção, permitindo aos educandos apropriarem-se de conteúdos

linguísticos como um instrumento necessário também para desenvolver a

capacidade de expressão escrita.

Em tempo lembramos que as DCEs (2008), entendem que um dos objetivos

da disciplina de LEM-inglês é que os envolvidos no processo de ensino

aprendizagem façam uso da língua que estão aprendendo em situações

significativas, relevantes, isto é, que não se limitam ao exercício de uma mera

prática de formas linguísticas descontextualizadas.

Portanto este trabalho leva em consideração o fato de que, a referida escola,

para a qual se confeccionou se aplicará o material didático, está inserida no meio

rural e a prática de assistir filmes como entretenimento é frequente. Assim, a

proposta será a de utilizar-se deste instrumento como recurso pedagógico no

processo de aprendizagem de LEM-inglês.

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4. PLANO DE TRABALHO DOCENTE

2a SÉRIE ENSINO MÉDIO

CONTEÚDO ESTRUTURANTE

Discurso como Prática Social, a se efetivar através das práticas discursivas de

leitura, escrita e oralidade.

CONTEÚDOS ESPECÍFICOS

Gênero textual: Sinopse de Filme

Uma sinopse de filme caracteriza-se como uma apresentação sintética,

objetiva e precisa, da estrutura narrativa de um filme, a partir do enredo principal,

destacando-se elementos de espaço/tempo, personagens principais e situações-

chaves.

O gênero sinopse circula em várias esferas da atividade humana (jornalística,

sites de editoras, materiais publicitários etc.)

A leitura de sinopses de filmes, tem como objetivo, maior nortear a decisão de

alguém de assistir ou não a um determinado filme.

Características do gênero:

Discurso descritivo: apresenta nomes de filmes, gêneros, nomes de atores,

atrizes, diretores, frases em ordem direta, uso da voz ativa e 3ª pessoa do singular,

verbos no tempo presente simples, uso de adjetivos, uso de conectivos, tais como:

mas, então, embora, já que, assim, entre outros.

Contexto de produção e Função social

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As sinopses de filmes tem o objetivo de auxiliar-nos numa escolha

apresentando o resumo da trama e outras informações relevantes que visam

nortear a decisão de alguém de assistir ou não a um determinado filme. O gênero

sinopse circula em várias esferas da atividade humana (jornalística, sites de

editoras, materiais publicitários).

Aspectos lingüísticos:

Foram focalizados aspectos linguísticos fundamentais como o presente

simples, (simple present) adjetivos (adjectives) e conectivos relacionados a coesão e

coerência textuais (connectives) especialmente referentes aos textos relativos ao

gênero textual sinopse de filme que selecionamos especialmente para este trabalho.

OBJETIVOS

Ao final da unidade didática o aluno será capaz de:

- Reconhecer o gênero;

- Identificar as características do gênero;

- Compreender a função social da língua no gênero sinopse de filme;

- Entender a função e o uso do presente simples;

- Identificar e fazer uso dos adjetivos e dos conectivos (but, and, through,, although,

then, after ...);

- Produzir o gênero sinopse.

METODOLOGIA

- Discussão aberta e interpretação do gênero sinopse de filme;

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- Exercícios de leitura e escrita em grupos e individualmente;

- Projeção de vídeos;

- Pesquisas em fontes abertas da internet;

- Produção do gênero sinopse de filme através do procedimento de Seqüência

Didática previsto na metodologia de Schneuwly e Dolz, 2004.

AVALIAÇÃO

A avaliação decorrerá do desenvolvimento de cada atividade, dos alcances e

dificuldades dos estudantes durante a aplicação desta sequência didática. Serão

realizadas as seguintes práticas avaliativas:

- A participação dos alunos nas discussões em sala e em grupos;

- A participação em trabalhos individuais e em grupos.

- Atividades de interpretação de textos verbais e não verbais;

- Pesquisa e produção do gênero sinopse de filme.

RECURSOS

Recursos tecnológicos: internet, laboratório de informática, TV multimídia.

Recursos didáticos: dicionários, folhas de papel sulfite, entre outros.

Recursos humanos: orientador da IES/UNICENTRO, professora PDE, alunos da

2ª série do Ensino Médio do Colégio Estadual São Luis - EFM de São João.

TÉCNICAS

a) Listening, Speaking, Reading: (skimming, scanning) and Writing.

b) Procedimento: Seqüência Didática.

TEMPO

Duração: 12 aulas.

5. PROCEDIMENTOS

Estão organizados a partir da página seis na forma de uma Sequência

Didática em versão pronta para impressão.

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Da tela ao papel: gênero textual Sinopses de Filmes

em LEM-inglês para alunos do Ensino Médio

Available at: http://www.diaadia.pr.gov.br/tvpendrive/modules/mylinks/viewcat.php?

cid=13&min=1060&orderby=titleA&show=10 Accessed on 08/08/2011.

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DEAR TEACHER:

Concerning the teaching of English as a Modern Language (LEM-Inglês) as a

tool to extend the comprehension ability as well as the possibility to understand the

building of the attitudes to face life as citizens, it could be considered a challenge

specially related to a pedagogical practice.

In this context, the teaching of LEM-Inglês must be an opportunity for the

students explore resources and connect what they study in the school with society. In

order to remedy this situation Bakthin (1988) proposes in his study the discourse as

a social practice. Scholars such as Schneuwly and Dolz (2004) corroborates with his

theory working with the Didactic Sequences (DS).

The teaching language practice with the genre “Synopsis of the Film”

contributes to the school environment in order to become it as multiple choices

learning space and also promote the citizenship. It provides the classroom

motivation, because it concerns the language as a social practice and it also makes

possible the teaching and learning process to be much more exciting. And, when the

students feel motivated to learn, they extend their communication abilities using it

according to the context.

This DS proposes reading comprehension and writing activities exploring the

genre film synopsis, for students on second grade of high school. Students will be

able to recognize the characteristics of the genre, to be aware about what are the

texts social function, to understand better some grammar points present on the

genre, extending students’ linguistic capabilities upon the comprehension and

production of the genre.

In order to offer the study of a significant genre to the students of public

schools, specially from the Paraná state, this DS prizes the genre film synopsis which

allows to come close to the students everyday language, as well as, with the school

context and it attributes more sense to teaching.

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Dear student,

You are going to study about films, especially film synopsis. I hope you take

part and appreciate it. This unit was especially designed for you! Besides that, films

are a kind of entertainment, but they are also important for learning because they

contribute to the building of knowledge and show life experience. Pay attention

because at the end of this didactic sequence (DS) you should be able to write a film

synopsis.

Prepare yourself to enjoy the fantastic films world.

ENJOY IT!

When we talk about movies or films we talk about cinema

too. What do you know about the cinema? Let’s check.

Answer the quiz and learn important aspects about the

history of the cinema and movies or films.

Available at: www.dominiopublico.gov.br

Accessed on 08.08.11

1. The cinema is considered the ................... art.

( ) second ( ) fifth ( ) seventh

2. According to the registers, the invention of the cinema is attributed

to........................

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( ) Irmãos Lumiére ( ) Steven Spielberg ( ) Charlie Chaplin

3. The dumb cinema was invented in the decade of 19…….

( ) 40s ( ) 20s ( ) 30s ( ) 50s

4. The first genre of the film which appeared with the sound effects was........

( ) drama ( ) comedy ( ) musical ( ) thriller

5. Another genre that got popular with the sound effect was the …

( ) far west ( ) horror ( ) romantic ( ) sci-fi

6. Lots of theaters closed the doors with the invention of…….

( ) radio ( ) television ( ) telephone

7. Because the invention of television, the production of films increased so much.

So, it became necessary to show a review of the film as a: ..............................

( ) cartoon ( ) internet ( ) synopsis

2. Now match each type of the film according to the characteristics:( 1 ) a comedy ( ) … is full of funny scenes( 2 ) an action film ( ) … is about two people in Love( 3 ) a romance ( ) … has frightening scenes( 4 ) a science – fiction film ( )… has moving drawings( 5) an horror film ( ) … is full of actions and danger( 6) a cartoon ( ) … the stories are based upon historical

events and famous people.(7) a historical ( ) … is about space technology, aliens or in the future.

3. Read this short text and discuss it with the class.

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The origin of the name "film" comes from the fact that photographic film, also

called film stock, has historically been the primary medium for recording and

displaying motion pictures. Many other terms exist for an individual motion picture,

including picture, picture show, moving picture, photo-play and flick. A common

name for film in the United States is “movie”, while in Europe the term film is

preferred.

Available at : http://en.wikipedia.org/wiki/Movieral include the big screen, the silver screen, the cinema and the movies. Accessed on 07.18.2011

Read more: http://wiki.answers.com/Q/What_is_the_difference_between_a_movie_and_a_film#ixzz1SYvtkWD6

4. After the reading write your conclusions.

5. Think and answer.

1. Do you usually watch films? 2. What was the last film you have watched?3. Do you consider watching films a learning practice? What have you

learned by a movie?4. How do you select a film to watch? Do you consider the genre,

actors, ads or comments?5. Do you know the term “synopsis” or “synopsis of the film?6. Do you use to read the synopsis of the film you want to watch?7. Where can we find the film synopsis?8. What kind of information can we find in a synopsis of the film? 9. What’s the aim of the film synopsis?

6. A film can help us to understand the historical context of a

country. Can you remember some historical films you have already

watched?

GETTING MORE INFORMATION

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7. Now let´s read a synopsis of a historical film, but before let´s get

more information about it:

1. What do you know about the British history? The Royal Family?

2. How do they live?

3. In your opinion can the members of the royal family have a

common life?

4. Why are they called royal family?

5. What kind of political government do they have?

7. Are there other countries in the same political government?

8. Do you think they have a better life than common people?

9. Did you watch the wedding of a royal family?

10. Who was the prince? And the princess?

8. Watch the video of the wedding Available at: http://www.youtube.com/watch?v=KuNwZNNY17M&feature=related accessed on 07.02.11

9. After watching this wedding can you remember any film about a royal family? b)Which one?

10. Read this synopsis and try to say what´s the movie.

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Available at: http://www.diaadia.pr.gov.br/tvpendrive/mo

dules/mylinks/viewcat.php?cid=13&min=1060&orderby=titleA&show=1

0 Accessed on 08.08.2011.

Tells the story of the man who

became King George VI, the father of

Queen Elizabeth II. After his brother

abdicates, George ('Bertie') reluctantly

assumes the throne. Plagued by a dreaded

stammer and considered unfit to be king,

Bertie engages the help of an unorthodox

speech therapist named Lionel Logue...

Available at:

http://www.imdb.com/title/tt1504320/plotsu

mmary Accessed on 06.08.11

Teacher’s tip: We suggest you to get the full version on the site above. It was not possible to us put it here due to the author’s rights.

11. Now watch the trailer of the film “’The king’s Speech” and pay attention on the people. Are they similar to the people of the real wedding of the Prince Willian and the Princess Kate? What are the differences?

Available at: http://www.youtube.com/watch?v=EB8Ij-BzjbY Accessed on 06.21.11.

12. COMPLETE THE TABLE WITH THE INFORMATION ACCORDING TO THE TEXT.

Name of the film

Type of the film: thriller, comedy, drama…

Where the story takes place.

Main character(s)

13. CHECKING INFORMATION:

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a)Look at the name of the film try to find

it in Portuguese.

b) What´s the film about?

c) Who are the main characters of the

film?

d) What´s the main character problem?

e) Who was King George VI?

f) Why does he assume the throne?

g) Who helps Bertie to overcome his problem?

h) Now illustrate the title of the film.

14. Choose the best alternative according the definition of the terms below:

a. male sovereign or monarch;

( ) king ( )brother ( ) doctor

b. a friendly relation or intimacy;

( ) man ( ) therapist ( ) friendship

c. a conflict carried on by force of arms;

( ) party ( ) war ( ) scenario

d. having necessary power, resources or qualifications;

( ) interesting ( ) new ( ) able

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15. Look at these parts of sentences and find the similarities in the last words.

a. After his brother abdicates….b. George ('Bertie') reluctantly assumes...c. Bertie engages …

16. Why do the last words end in s? Who are the subjects of the sentences?

Teacher’s tip: It´s important to review the simple present tense.

17.Can you find the words below on the text? Do you know their meaning? Choose the corresponding word in Portuguese in the box. After ………………………….

Through …………………………….

And ………………………….

ATRAVÉS - DEPOIS - E

NOTE: These words are called conjunctions and are used to link sentences and words. Pay attention on them to write after.

Let’s see a drama film synopsis.

18. What words below do you know? What words related do SOCIAL NETWORKING could you add?

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Available at:: http://www.diaadia.pr.gov.br/tvpendrive/modules/mylinks/viewcat.php?cid=13&min=1060&orderby=titleA&show=10 Accessed on 08.08.2011.

19. Do you use to access any kind of social network? Which ones?

20. In your opinion what are the positive and negative points about the use of the internet and social network?

21. Have you ever heard something about netiquette? Cyberbullying? What about doing a research? Then present it to your class in a creative way.

Access the sites: http://pt.wikipedia.org/wiki/Netiqueta http://www.slideshare.net/barrowvian/10-rules-for-safe-internet-usage

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DO YOU HAVE AN IDEA ABOUT THE ORIGIN OF THE FACEBOOK?

22. Let’s read the synopsis of the film THE SOCIAL NETWORK available at http://www.cinema.com/articles/7529/social-

network-the-social-network-trailer-and-clips.phtml Accessed on 06.08.11

Teacher’s tip: We suggest you to get the full version on the site above. It was not possible to us put it here due to the author’s rights.

23. Underline the cognate words on the text below.

THE SOCIAL NETWORK

On a fall night in 2003, Harvard undergrad and computer programming

genius Mark Zuckerberg sits down at his computer and heatedly begins working

on a new idea. In a fury of blogging and programming, what begins in his dorm

room soon becomes a global social network and a revolution in communication. A

mere six years and 500 million friends later, Mark Zuckerberg is the youngest

billionaire in history... but for this entrepreneur, success leads to both personal and

legal complications….

24. According to the text:

a) What is the purpose of the text The Social Network text?

b) What is the target audience?

c) When does the story happen?

d) Who was Mark Zuckerberg?

25. COMPLETE THE TABLE WITH THE INFORMATION ACCORDING TO THE TEXT.

Name of the film

Type of the film: thriller, comedy, drama…

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Where the story takes place.

Main character(s)

26. Match the words to their meaning:

(1) enterpreuner ( ) dormitório

(2) heatedly ( ) tornar

(3) dorm ( ) empreendedor

(4) lead ( ) acadêmico

(5) become ( ) arduamente

(6) undergrad ( ) conduzir

27. Mark the correct alternatives about Mark Zuckerberg according to the synopsis of the film:

( ) Mark Zuckerberg is a hard student.

( ) Mark Zuckerberg becomes a billionaire.

( ) Mark Zuckerberg is a computer programming.( ) Mark Zuckerberg is a Harvard undergrad.

28. Do you think The Social Network is a good movie? What makes you think so?

29. On the film story, Mark became a billionaire because he was a skillful on computers. What about you? Are you skillful on computer?

30.If you became a billionaire what would you do?

30. This sentence is written on the cover of the film. Write your opinion about that.

…YOU DON’T GET TO 500 MILLION FRIENDS WITHOUT MAKING A FEW ENEMIES”

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31. The Social Network film is based on real facts. Would you like to know

who is Mark Zuckerberg actually? Make a research about Mark Zuckerberg. You

find information about him reading his biography available on the site below.

http://www.biography.com/

As you have already researched the Mark’s biography. Watch the trailer and try to find the similarities.

Available at: http://www.youtube.com/watch?v=enBLvN1VCaY

32. GO back to the text and underline the sentences in the simple present tense.

33. Take a look on the sentence below:

…YOU DON’T GET TO 500 MILLION FRIENDS WITHOUT MAKING A FEW ENEMIES”

34. Do you know the word don’t in this sentence?

35. Choose an affirmative sentence from the text and rewrite it in the negative form .

……………………………………………………………………………………………

36. Find 8 adjectives from the text in the wordsearch. Look for their meaning on the dictionary.

WORDSEARCH

E L Y V O J W Y G TM L A U N P E E J U

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W A L G B O N T B QR N A Q E I L S M NU O I W U L A E J EU S C S W L B G N WD R O P N W O N J JB E S E F C L U E JE P W P U K G O F RG M E R E P S Y H G

37. Create a rule about the use of the adjectives observing them on the text.

38. Find on the text the underlined words and observe what’s the context they are used.

39. Circle the word which is a conjunction.

40. Think about other films and write their names beside the right genre.

Comedy………………………………………………. Historical ………………………………………………action ………...........................................................romance..................................................................thriller….................................................................. horror.....................................................................drama .................................................................... western...................................................................cartoon................................................................... musical................................................................

41. As you could observe films really help us to build knowledge and understand contents like the historical facts.

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Let’s have some comedy.

MY LIFE IN RUINS

Georgia (Nia Vardalos) came to Greece to follow a man. A few years later,

she's been cast aside -- alone and adrift in a foreign land. Eventually, her passion

for history leads her to a job as a tour guide. But Georgia is bored, and has lost

her "kefi" (Greek for mojo) to boot. When taciturn sasquatch Poupi, Alexis

Georgoulis, replaces the regular driver at the last minute, the frazzled tour guide

thinks that her luck has just hit rock bottom...

Available at: http://www.fandango.com/mylifeinruins_v465697/plotsummary acesso em 09.jun.11 Accessed on 06.09.11

Teacher’s tip: We suggest you to get the full version on the site above. It was not possible to us put it here due to the author’s rights.

42. MOST OF THE FILMS RECEIVE A DIFFERENT NAME IN PORTUGUESE WHEN THEY ARE TRANSLATED. COMPLETE THE CROSSWORD USING THE INFORMATION FROM THE TEXT AND FIND THE NAME OF THE FILM “MY LIFE IN RUINS” IN PORTUGUESE.

1. The word that means “passion” in Greek. 2. Name of the actress who plays as Georgia on the film. 3. “My .......... in Ruins” is the title of the film in English.4. The opposite of earlier. 5. Georgia’s rival tour guide. 6. The word in English that means “ terra” in Portuguese. 7. Georgia comes to realize that true ……… may be closer than she thinks. 8. Georgia came to …….

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9. Her passion for history leads her to a job as a ……… guide.10. A part of the face . 11. Name of the main character on the film. 12. Name of the character who Georgia falls in love.

43. The physical and physicological characteristics are described by the adjectives.Identify 3 adjectives in the text, copy them and find in the dictionary the corresponding word in portuguese.

44. Have you observed some bold words in the text ? What do they have in common? Let’s remember, which is the verbal tense used in the genre synopsis?

45. Observe in the text, the words that express time. Then copy them.

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46. In pairs, write two movie riddles using the clues in the boxes. Don’t show them to your classmates. Read your movie riddles to the class and they will try to guess your movies. Make clear that they have wait until all five clues have been read before guessing.

It’s a thriller movie. It takes place in a town called Forks, Washington. Edward and Bella are in it.It’s about a boy who can run faster than a mountain lion. He can stop a moving car with his bare hands. It’s a love story between a vampire boy and a girl.In the end they live a beautiful love story.

Film Title 1 _________________________________ (keep it a secret)

Clue 1 It’s a _____________________________. Clue 2 It takes place __________________________________. Clue 3 __________________________________ is in it. Clue 4 It’s about _____________________________________

_____________________________________________ Clue 5 In the end, ____________________________________

_____________________________________________

Film Title 2 _________________________________ (Keep it a secret)

Clue 1 It’s a _____________________________. Clue 2 It takes place __________________________________. Clue 3 ______________________________________ is in it. Clue 4 It’s about _____________________________________

_____________________________________________ Clue 5 In the end, ____________________________________

_____________________________________________

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47. Complete :

Components of a Film Language/Examples Can you name a movie . .?

. ………………………………. . that is a sci-fi?

……………………………… . . that is a horror?

. ………………………. . that is an action movie?

. ………………. . that is a romantic comedy?

. . …………………………... with Brad Pitt in it?

. . ………….. that is starring Julia Roberts?

. . . ………………………..with Jackie Chan in it?

. . ……………………………. starring Jim Carrey?

. ………………….. . that takes place in space?

……………… . . that takes place in a school?. ………………………………. . set in Brasil?

. ………………………………………. . set on a train?

. . ….………. that takes place in the 1800s?

. ……………………… . set in the countryside?

. ……………….. . that takes place in Europe?

. . ………….. about people who fall in love?

. ………….. . about people who take drugs?

. . …………………………………... about ghosts?

What kind of movie is it? It’s a __________________Ex: It’s a comedy. It’s a sci-fi. It’s a horror.It’s an action movie. It’s a romantic comedy.

Who is in it? _______________ is in it.

Who’s starring in it? _______________ is starring in it. Ex:Adam Sandler is in it.

Where does it take place? It’s set in _______________.

When does it take place? It takes place in ______________.Ex: It’s set in New York in the 60s.It takes place on the moon in the future.It takes place in a prison.

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. ……………………………………. . about someone who wants to destroy the world?

What’s it about?What happens in it?

It’s about _____ who __________.Ex: It’s about two young people who fall in love on a sinking ship. It’s about a meteor that is going to destroy the Earth.

How does it end? In the end, __________________.

What happens in the end? Ex: In the end, the ring is destroyed. In the end, Harry decides he really loves Sally.

49. Have you ever thought about your life? About everything you have already lived? Could you imagine a film based in your life? What about write a synopsis based on the film of your life ?

LET’S REMEMBER THE CHARACTERISTICS OF A FILM SYNOPSIS .

Begin by mentioning the name of the film and what type of film it is.

In the second paragraph, write where the story takes place and who the maincharacters are..

In the third paragraph, describe the main events of the plot in order which theyhappen.

-- We always use the Present Simple in film synopsis, and a variety of adjectives to make it more interesting to reader.

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- Use the connectives as: and, but, after, so, …

Read more: How to Write a Film Synopsis | eHow.com http://www.ehow.com/how_2337492_write-film-synopsis.html#ixzz1SZ8FffbS

6. AVALIAÇÃO DA UNIDADE DIDÁTICA

A aplicação desta sequência didática pode tornar a aprendizagem de LEM-

Inglês mútuas, um espaço fomentador da cidadania tanto para professores como

para alunos. Permite uma maior motivação em sala de aula, trabalhando a língua

como prática social em toda a sua dinamicidade. E o aluno se sentirá mais motivado

à medida que transformar o seu modo de se comunicar, sabendo adequar-se ao

contexto de forma consciente, compreendendo a língua em uso nas mais diversas

situações.

7. REFERÊNCIA BIBLIOGRÁFICA

BAKHTIN, Mikhail (Volochinov). Marxismo e filosofia da linguagem. Tradução Michel Lahud e Yara Frateschi Vieira, colaboração de Lúcia Teixeira Wisnik e Carlos Henrique D. Chagas Cruz. 5a ed. São Paulo: Hucitec, 1978.

BRONCKART, Jean-Paul. Atividade de linguagem, textos e discursos. Por um interacionismo sócio-discursivo. São Paulo: Educ, 1999.

BRONCKART, Jean-Paul. Atividade de linguagem, textos e discursos: Por um interacionismo sócio-discursivo. Trad. Anna Rachel Machado, Péricles Cunha. São Paulo: EDUC, 2003. ESTADO

DO PARANÁ. Secretaria de Estado da Educação. Diretrizes Curriculares da Rede Pública de Educação Básica do Estado do Paraná. Curitiba: 2008.

MARCUSCHI, Luis Antônio. Gêneros Textuais: definição e funcionalidade. In: DIONÍSIO, A. P: MACHADO, A. R: BEZERRA, M A: Gêneros textuais & Ensino. Rio de Janeiro: Editora Lucerna, 2005, p35.

SCHNEUWLY & DOLZ . Gêneros Orais e Escritos na Escola. Tradução e organização Roxane Rojo e Glaís Sales Cordeiro. Campinas, São Paulo: Mercado de Letras, 2004.

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ANEXOSQUIZ

1.The cinema is considered the ................... art.

( ) second ( ) fifth (X ) seventh

2.According to the registers, the invention of the cinema is attributed to........................

(X ) Irmãos Lumiére ( ) Steven Spielberg ( ) Charlie Chaplin

3.The cinema was dumb until the decade of 19…….

( ) 40s ( ) 20s (X) 30s ( ) 50s

5. The first genre of the film which appeared with the sound effects was........

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( ) drama ( ) comedy (X) musical ( ) thriller

6. Another genre that got popular with the sound effect was the …

(X ) farwest ( ) horror ( ) romantic ( ) sci-fi

7. Lots of theaters closed the doors with the invention of…….

( ) radio ( X) television ( ) telephone

8. Because the invention of television, the production of films increased so much.

So, it became necessary to show a review of the film as a: ..............................

( ) cartoon ( ) internet (X) synopsis

CROSSWORD

K E F I

N I A V A R D A L O S

L I F E

L A T E R

N I C O

L A N D

L O V E

G R E E C E

T O U R

E Y E S

G E O R G I A

R O V I

WORDSEARCH

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