O Gênero conto de fadas em aulas de Língua Inglesa no Ensino

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ISBN 978-85-8015-075-9
Cadernos PDE
OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSE
NA PERSPECTIVA DO PROFESSOR PDE
Produções Didático-Pedagógicas
SECRETARIA DE ESTADO DO PARANÁ
SUPERINTENDÊNCIA DA EDUCAÇÃO
DEPARTAMENTO DE POLÍTICAS E PROGRAMAS
EDUCACIONAIS COORDENAÇÃO ESTADUAL DO PDE
REJANE LOPES BITTENCOURT YUZAWA
UNIDADE DIDÁTICA
O GÊNERO CONTO DE FADAS EM AULAS DE LÍNGUA INGLESA NO ENSINO
FUNDAMENTAL: RESGATE DO IMAGINÁRIO
ARAPOTI - PR
2013
PRODUÇÃO DIDÁTICO-PEDAGÓGICA
TÍTULO: O GÊNERO CONTO DE FADAS EM AULAS DE LÍNGUA INGLESA NO ENSINO
FUNDAMENTAL: RESGATE DO IMAGINÁRIO
Autor
Disciplina/Área
Escola de Implementação do Projeto
Localização
Rejane Lopes Bittencourt Yuzawa
Língua Inglesa
Colégio Estadual João Paulo II
Rua: José Izidorio da Silva, 478 – Vila
Bamerindus
Município da escola
Núcleo Regional de Educação
Professor Orientador
Instituição de Ensino Superior
Resumo
Arapoti
Wenceslau Braz
Evanir Pavloski
UEPG
Nas aulas de Língua Inglesa muitas vezes
percebe-se alunos desmotivados em aprender
o idioma. Baseando-se nas ideias de autores
como Bruno Bettelheim, Nelly Novaes Coelho
e Maria Tatar que se referem à questão do
gênero conto de fadas, objetiva-se com esse
trabalho apresentar uma alternativa para
motivar o processo de ensino aprendizagem
em Língua Inglesa com alunos do 6º ano do
Ensino Fundamental através do resgate do
imaginário. O incentivo ao habito da leitura de
contos de fadas em língua Inglesa com
materiais que propiciem ambientação e
motivação com foco no desenvolvimento de
listening
poderá
intervir
nas
práticas
pedagógicas do professor e tecer reflexões
que poderão
contribuir para o ensino
aprendizagem dessa língua. Por intermédio
das histórias pode-se criar um contexto para
assimilação
de
vocabulário,
estruturas
gramaticais e/ou pronúncia. Por já conhecerem
esses textos em Língua Portuguesa ficará mais
fácil de entender o sentido geral e reconhecer
sons, estruturas e ritmos diferentes da Língua
inglesa.
conto de fadas; motivação; aprendizagem.
Unidade didática
Alunos do 6° ano – ensino Fundamental
Palavras-chave
Formato do Material Didático
Público Alvo
APRESENTAÇÃO
O gênero conto de fadas em aulas de Língua Inglesa no Ensino
fundamental: Resgate do imaginário é uma sequência didática apresentada à
SEED, como material resultante do PDE (Programa de Desenvolvimento
Educacional), em Língua Estrangeira Moderna Inglês, através da IES
(Instituição de Ensino Superior) UEPG (Universidade Estadual de Ponta
Grossa) e foi produzida de acordo com as orientações contidas nas Diretrizes
Curriculares de Língua Estrangeira Moderna para o Ensino Fundamental.
Esta sequência didática foi elaborada para o 6º ano do Ensino
Fundamental e contém atividades que correspondem a carga horária de 32
horas/aula. Com esse trabalho espera-se mostrar a importância de resgatar o
imaginário dos alunos do 6º ano do ensino fundamental através do gênero
conto de fadas e consequentemente através de praticas diferenciadas,
melhorar a aprendizagem em Língua Inglesa.
Trabalhar com os contos de fadas: “ Beauty and the Beast”, Snow White
and the seven dwarfs” and “Puss in Boots” como uma alternativa para tornar as
aulas mais interessantes e atrativas e para que alunos e professores interajam
ativamente no processo de ensino-aprendizagem.
JUSTIFICATIVA
A escolha desse tema foi motivada por observações feitas em aulas de
Língua Inglesa no Colégio Estadual João Paulo II. Comumente quando os
alunos chegam ao 6° ano do ensino fundamental eles se mostram motivados
em aprender uma nova língua e muitas vezes acabam se decepcionando pela
forma como o conteúdo lhes é apresentado, contribuindo para que haja
possibilidade deles perderem o interesse no aprendizado. Trabalhar de
maneira lúdica com o gênero textual conto de fadas e criar um ambiente
propício para que o aluno não perca a motivação no ensino-aprendizagem de
Língua Inglesa é o foco desse projeto.
6. OBJETIVO GERAL E ESPECÍFICOS
Objetivo geral:
Motivar o processo de aprendizagem na língua inglesa através do gênero conto
de fadas;
Objetivos específicos:
Expandir o vocabulário sobre contos de fadas;
Motivar a imaginação e a criatividade através da leitura de contos de fadas;
Proporcionar aos alunos ouvir, em inglês, histórias que são conhecidas em sua
língua materna;
Socializar os conhecimentos adquiridos durante o processo de ensinoaprendizagem;
Trabalhar a gramática inserida no texto de forma contextualizada;
Apresentação do tema:
“Once upon a time...”
“And they lived happily ever after.....”
Sugestão para o professor: Pergunte aos alunos se eles sabem o que essas frases
significam e do que eles se lembram quando as ouvem. Eles provavelmente dirão que essas
frases os faz lembrar dos contos de fadas (Fairy Tales), se você mostrar as imagens ficará
mais fácil. Caso ninguém adivinhe, conduza a conversa até que esse gênero literário seja
mencionado. Depois de mencionado o título contos de fadas, pergunte aos alunos quais os
contos de fadas eles conhecem. Comente com eles sobre as expressões “Once upon a
time...” e “...and they lived happily ever after.” Após uma breve conversa distribua a eles uma
breve definição sobre o que significa o gênero conto de fadas.
What is a fairy tale in your opinion?
FAIRY TALES
Fairy tales is a type of a short story that typically features folkloric fantasy
characters. In these stories we meet
, princes, dragons,
.
and
giants and
, ogres, princesses, and sometimes
Fairy tales is a type of short story that typically features folkloric fantasy characters. In these
stories we meet witches and queens, giants and elves, princes, dragons, talking animals,
ogres, princesses, and sometimes even fairies. Marvelous and magical things happen to
characters in fairy tales. A boy may become a bird. A princess may sleep for a hundred years.
A seal may become a girl. Objects too can be enchanted — mirrors talk, pumpkins become
carriages, and a lamp may be home to a genie.
What are the characteristics of a fairy tale?
teacher.scholastic.com/writewit/mff/fairytales_discovering.h
What are the characteristics that envolve a fairy tale?
•
•
•
•
•
•
•
•
The beginning starts with “Once upon a time”;
Enchantment (magic);
Some form of royalty;
A wicked character
A kind character (that is usually treated badly).
Goodness rewarded in the end
The Prince and Princess are always beauties;
The story ending in "they lived happily ever after".
(library.thinkquest.org/TQ0310228/what1.htm - 5k acesso em 03/08/2013)
O professor deverá proporcionar aos alunos a possibilidade de expressão oral com intuito de
relembrar os contos de fadas que conhecem. Para tanto, realizará um trabalho dirigido,
escrevendo no quadro os títulos dos contos mais famosos. Em seguida, fará a seguinte
abordagem:
Desses contos, quais vocês conhecem?
Quem lembra a historia de pelo menos um desses contos?
E os personagens, quem são?
Como termina a história?
Some fairy tales
Jack and the Beanstalk
Little Red Riding Hood
Puss in Boots
Snow White
Beauty and the Beast
Goldilocks and the Three Bears
The Three Little pigs
Rapunzel
Aplicar o exercício abaixo em duplas ou trios.
A- Fairy tale quiz
Choose the correct answers with a partner.
1) Who says ‘I’ll huff and I’ll puff and I’ll blow your house down’?
A) a giant
B) a wolf
C) a witch
2) Snow White eats a poisoned:
A) apple
B) orange
C) banana
3) Cinderella wears shoes made of:
A) glass
B) gold
C) silk
4) Rapunzel has very long:
A) nails
B) eyelashes
C) hair
5) How many bears did Goldilocks meet?
A) 1
B) 2
C) 3
Cinderella
B- Match the Picture below with its character:
a)
b)
c)
d)
e)
f)
a) (
) Snow White
b) (
) Cinderella
c) (
) Little red riding hood
d) (
) Puss in Boots
e) (
) Beauty and the Beast
f)
) Jack and the Beanstalk
(
Antes da introdução do conto Snow White falar alguma coisa sobre os irmãos
Grimm.
Do you know the Grimm Brothers ?
The Brothers Grimm were born in Hanau, Germany.
Jacob was born on the 4th of January 1785 and Wilhelm - on
the 24th of February 1786. They studied German folklore and
oral traditions, publishing a collection of stories eventually
known as Grimms’ Fairy Tales which includes narratives like
Snow White and Beauty and the Beast. www.biography.com
Grimm fairy tales include stories of kings, magic, and talking
animals. Even though the stories are sometimes scary, fairy
tales allow us to work through our fears. They often teach us a
lesson about moral values, and right and wrong.
www.grimmfairytales.com/en/bio
Atividade para introdução do conto: Snow White and the Seven Dwarfs.
DOMINO
PRINCESS
CASTLE
START
www.pinturaemtecido.net.br
QUEEN
casadedesigner.blogspot.com
HUNTER
www.colorir-e-pintar.com
MIRROR
4.bp.blogspot.com
HEART
desenhoparacolorir.net
WWW.guianews.net
HOUSE
DWARFS
baudaweb.blogspot.com
encantosdoconto.blogsp acesso 15/08/2013
OLD WOMAN
APPLE
br.hellokids.com
DEAD
PRINCE
FINISH
br.guiainfantil.com
pintandoecolorindo.com.br
First Fairy Tale: “ Snow White and the Seven Dwarfs”
http://www.obsessedwithfilm.com/wp-content/uploads/2010/09/snow-whiteseven-dwarfs8.jpeg ( acesso em 15/08/2013)
Colocar no Cd a história para os alunos ouvirem e depois trabalhar com
partes da história contemplando os diálogos.
Activities:
1- Fairy Tale book report:
Fairy Tale______________Author_____________________________
Main Characters__________________________________________
Grammar points
What is the conflict or problem in this fairy
tale?__________________________________________________
What did the main character have to do in order to solve the problem?
Antes de começar a passar partes da história, distribuir a fotocópia e explicar sobre o
presente simples na forma afirmativa dos verbos: To be, To have, To say e to Love.
Simple Present:
Affirmative Form
To Be (ser/estar)
To have (ter)
To say (dizer)
to Love (amar)
To Marry (casar)
I am
I have
I say
I love
I marry
You are
You have
You say
You love
You marry
He is
He has
he says
He loves
He marries
She is
she has
She says
she loves
She marries
It is
It has
It says
It loves
It marries
We are
We have
We say
We love
We marry
You are
You have
You say
You love
You marry
They are
They have
They say
They love
They marry
1-The first part of the fairy tale:
…in a small country, the Queen has a baby. Everyone is very happy. The baby has
got pink cheeks and black hair. Her skin is very white. So the King and the Queen
say:
_Let’s call her Snow White.
But Snow White’s mother gets ill and dies. The king is very sad. He says:
_ I must find a new mother for Snow White.
A year later, he marries a new queen. But the new queen is not a good woman.
She doesn’t love Snow White.
A) Circle the words that you know the meaning.
B) Copy three phrases with the verb to be and underline them.
C) Find the sentences bellow in English.
C.1)A rainha tem um bebê._____________________________
C.2)Então o rei e a rainha disseram:______________________
C.3)Um ano mais tarde, ele casou com uma nova rainha.
C.4)Ela não amava Branca de Neve.______________________
2-The second part of the fairy tale:
The Queen wants to be the most beautiful woman in the world. Every day she
asks her magic mirror:
_Mirror, mirror, who is the most beautiful woman in the world?
The mirror says:
_You are, dear Queen.
Now snow White is 13 years old. She is very beautiful. One day the queen asks
magic mirror:
_Mirror, mirror, who is the most beautiful woman in the world? The mirror says:
_Snow White is the most beautiful woman in the world.
The queen is very angry. She speaks to a hunter.
_You must kill snow White! She says:
_Take her into the forest. Then bring me her heart!
A) Read this part to the students.
B) Ask volunteers to dramatize the Queen and the Mirror.
O professor sempre estará auxiliando na tradução das perguntas, visto que
estaremos trabalhando com 6° ano.
3-The third part of the story:
Verb to be (ser/ estar)
Grammar points
Negative Form
I am not
He is not
You are not
You are not
She is not
They are not
It is not
…Snow white wakes up and she sees the seven dwarfs. They are smiling and
Snow White isn’t afraid. She tells them about the bad queen and the hunter. The
dwarfs say:
_You mustn’t go back to the palace. You must stay here with us.
Snow
White
says:
A) Copy
the sentences
in the negative form.
_Oh,
you!.
willthe
cook
and clean for you. You will be happy.
4- Thethank
fourth
partI of
story:
Opposites: contrary to one another or to a thing
Grammar points
specified: ex: happy / sad.
The bad Queen is in her palace. She asks her magic mirror;
_ “Mirror, mirror, who is the most beautiful woman in the world?
The mirror says:
_Snow White is the most beautiful woman in the world. She is happy.
She will marry the prince.
The queen is very angry. She breaks the mirror…
A) Match the opposites:
a) Beautiful
(
) sad
b) happy
(
) ugly
c) angry
(
) calm
5- Activities about the story:
1- Listen, Read and circle:
a) The ( horse/ house) belonged to seven dwarfs. (Every / One day) the
dwarfs went to the mountain looking (for/ at) gold. (At/That) night they
finished their (work/ walk) and came home.
b) Yes she is (very/ nearly) beautiful! They said, Shhh! Don’t (wake/work)
her.
c) In the morning, Snow White (told/sold) them her story. (“Stop/Stay) here
with us”, said the dwarfs. “The Queen is a (very/heavy) dangerous
woman. You can never go back to your castle (now/no)”.
Discutir com os alunos a mensagem do conto. Para isso, o professor pode
apresentar a moralidade que aparece em uma das versões do conto. Eles
deverão perceber que cada conto de fada possui uma mensagem, uma
"lição de vida", ao final da história.
6- What is the message of the fairy tale “Snow White and the Seven Dwarfs”?
“Beauty on the inside is most important - Snow White is beautiful and also a
lovely person, the witch was also beautiful but a mean and nasty person.”
Second fairy tale: “Beauty and the Beast”
1. Play the videoclip Beauty and the Beast (by Celine Dion and Peabo Bryson)
available at: http://youtu.be/r1b8E-_Doqc so the students be aware of the tale
to be worked on.
"The most beautiful love story ever told."
"Tale as old as time
True as it can be
Barely even friends
Then somebody bends
Unexpectedly
Just a little change
Small, to say the least
Both a little scared
Neither one prepared
Beauty and the Beast
2. Hand the students the text below so to verify what they remember from the
tale.
The magical story of a smart young girl named Beauty, who, through great
misfortune, finds herself living in a palace with a grotesque beast. Will Beauty ever
escape the palace? Will she and the beast ever be able to get along?
3. Write on the board the name of the story and make some comments in
Portuguese with the students.
Beauty and the Beast
4. Make the students listen to the story in English and follow it along with the
text:
Let’s listen together
Beauty and the Beast
Once upon a time there was a trader that lived with his daughter. Her
name was Beauty. She was a beautiful and intelligent young lady and
she liked books.
One day, Beauty’s father was returning from a very long trip and took
the wrong way. It got dark and he noticed that he was lost. He rode his
horse until he got to a castle that seemed to be abandoned.
He went into the castle to shelter himself. The next day, he saw that
the castle had a beautiful garden. He picked a flower to give it to Beauty.
Suddenly, an enormous beast showed up and said:
_You invaded my castle and stole a rose from my garden. Because of
this, you’ll my prisoner…
The trader said:
_I ask your pardon. I didn’t know that this castle had an owner and the
rose was a gift to my daughter!
But the beast was furious and decided to arrest the man.
Then, the man said:
_Let me see my daughter one more time.
The beast allowed him to leave.
When he arrived home, the trader told Beauty everything, that had
happened, hugged her and said goodbye. And beauty decided to go to
the beast’s castle with her father.
When they arrived at the castle, Beauty said to the beast;
_Let my father go away because he is very old and sick. I’ll be your
prisoner.
Beauty’s father didn’t want her to stay at the beast’s castle but the
beast agreed to the proposal.
As time passed, Beauty realized that the beast was kind and gentle
despite being ugly. They played in the garden, talked and read books
together, every day.
One day the beast saw that Beauty was very sad. She missed her
father a lot. The beast loved Beauty and didn’t want her to be unhappy.
So he let Beauty go.
Beauty decided to visit her father and stay with him for many days.
When Beauty returned to the castle she found the beast very ill.
Beauty was scared and said;
_Beast ! I am back. Don’t die ! I Love you!
She hugged and kissed the beast on the face.
At that moment the beast turned into a beautiful prince. He told
Beauty that he had been bewitched and only a love kiss could set him
free. As the spell was broken, Beauty and the beast got married and they
lived happily ever after. (texto adaptado www.claranto.com.br).
5. Choose from the dialogues parts to be read to the students so they can
highlight them in the text. Oraly practice those phrases in order to enhance
listening. Ask for volunteers to dramatize some of the situations.
Volunteers, please!
a)
Once upon a time there was a trader that lived with his daughter. Her
name was Beauty. She was a beautiful and intelligent young lady and
she liked books.
b)
Suddenly, an enormous beast showed up and said:
_You invaded my castle and stole a rose from my garden.
Because of this, you’ll my prisoner…
c)
_I ask your pardon. I didn’t know that this castle had an owner and
the rose was a gift to my daughter!
d)
Then, the man said:
_Let me see my daughter one more time.
e)
_Let my father go away because he is very old and sick. I’ll be your
prisoner.
f)
One day the beast saw that Beauty was very sad. She missed her
father a lot. The beast loved Beauty and didn’t want her to be
unhappy. So he let Beauty go.
g)
_Beast ! I am back. Don’t die ! I Love you!
6. Perform the activity known as “Silly stories”, exchanging parts of the
sentences so they sound funny. The students then have to scream: “Silly!”
when they hear the difference. After doing that, hand the students a sheet with
the sentences to be corrected by the couple.
Silly words!
a) Once upon a time there was a baby…(trader)
b) One day, Beauty’s farm was returning from a very long trip…(father)
c) He rode his pig until he got to a castle that seemed to be abandoned.
(horse)
d) I ask your passion ... (pardon)
e) At that moment the beast turned into a beautiful frog… (prince)
7. The teacher picks and reads some sentences out of the tale and then asks
the students to identify whose saying are those.
Who’s speaking?
a) Once upon a time there was a trader that lived with his daughter. Her
name was Beauty. She was a beautiful and intelligent young lady and
she liked books.
b) Suddenly, an enormous beast showed up and said:
c) _You invaded my castle and stole a rose from my garden. Because of
this, you’ll my prisoner…
d)_I ask your pardon. I didn’t know that this castle had an owner and the
rose was a gift to my daughter!
e) _Let me see my daughter one more time.
f) _Let my father go away because he is very old and sick. I’ll be your
prisoner.
g) One day the beast saw that Beauty was very sad. She missed her
father a lot. The beast loved Beauty and didn’t want her to be unhappy. So he
let Beauty go.
h) _Beast ! I am back. Don’t die ! I Love you!
8. Antonyms:
Let’s connect the
antonyms!!
Match the antonyms:
Bad
Beautiful
Ugly
Big
Small
Good
Sad
Interesting
Boring
Happy
9. Listen to the song again and do the exercises:
Beauty and the Beast
10. Circle the words from the song that you understand.
Time
Beautiful
Cry
Friends
Eyes
Song
Little
Ugly
11. Add other words from the song:
12. Complete the sentences below with words from the chart.
good
long
little
nice
bad
interesting sad
romantic
short
happy
a) The history is ____________________________.
b) The songs are ___________________________.
c) The Beauty is _______________________.
d) The Beast is ___________________.
Sun
13. What is the message of the fairy tale “Beauty and the Beast”? Is it positive
or negative?
Beauty and the Beast beautifully is a
perfect example of how true beauty lies within;
it’s more than a person’s physical appearance.
This classic story is full of colorful illustrations,
interactive elements, and original sound effects
that will inspire even the youngest of children.
This beautiful love story between a sweet,
gentle girl and terrible beast posses a great
question: Is the Beast truly so terrible? Behind
his intimidating appearance lies a huge heart
and great tenderness for this young girl.
Third fairy tale “Puss in Boots”
A- Do you know the story Puss in Boots?
Distribuir o resumo da história em inglês para os alunos e fazer a tradução junto com
eles. Sempre incentivando-os a ajudar baseando-se nas palavras que eles conhecem.
A-Summary of the story: The tale begins with a
poor man who is given a cat by his father. The
talking cat helps his master by gaining the king’s
favour. First he catches a rabbit and takes it to the
king, saying that it is a gift from his master. Then, by
cunning, he manages to get some fine clothes for his
master, and finally a castle. The king is convinced
that Puss-in-Boots’s master is worthy of his
daughter’s hand, and the tale ends with a wedding.
B- It’ll be introduced a video: “Puss in Boots”. Available in:
http://youtu.be/OvEKFas9SC4 acesso em 24/09/2013
Passar o vídeo e indagar se os alunos conseguiram acompanhar , incentivá-los a
comentar a história. Depois falar alguma coisa sobre o autor.
C- About the author
Puss-in-Boots is the well-known fairy-tale
about the ingenious cat and his master. The
original tale – Le maistre chat, ou le chat botté
– was written by Charles Perrault and was
first published in 1697. Charles Perrault
(1628-1703) is thought to be the author of
many other well-known fairy tales. Among
those attributed to him are Cinderella,
Sleeping Beauty, Little Red Riding Hood, and
others.
D- Listen the story in Cd and recognize the parts:
Once upon a time . . . a miller has got three sons. He has
got a mill, a donkey and a cat, too. One day, the miller
PUSS IN BOOTS
dies. His first son gets the mill, his second son gets the
donkey and his third son gets the cat.
The third son is sad:
-What are we going to do, Puss? We haven’t got any
Puss says:
_Don’t worry. Give me some boots and some clothes and I Will help you
The miller’son gives the cat some boots and some
clothes. The cat put them on. Now he is Puss in
Boots!
Puss in Boots goes into the forest and he catches a
rabbit.
Puss in Boots puts the rabbit in a sack and He goes to the King’s castle. He
talks to the King.
_This rabbit is a present for you from my master. He says.
_Who is the master? Ask king.
Puss in Boots wants an important name for the
miller’s son.
_His name is the Marquis of Carabas! He says.
The king likes the present. Every day, puss in Boots
gives a present to the King and every day he says
the present is from the Marquis of Carabas.
The King has got a carriage and two horses. One day, the king and his daughter
go on a trip in the carriage. Puss in boots has an Idea.
_Go into the river and wash. He says to his master.
The miller’s son goes into the river. Puss in Boots hides his master’s clothes
behind a tree.
The King and the princess see the miller’s son in the river.
_Help! Shouts Puss in Boots.
_The Marquis of Carabas is in the river. He can’t swim!
The King remembers the presents.
__I Must help him. He says
The King gives the miller’s son some beautiful clothes. The miller’s son is
handsome. He looks like a marquis!
The miller’s son rides in the carriage with the King and the princess.
The princess likes the miller’s son.
_What’s your name? She asks.
-I’m the Marquis of Carabas. He answers.
Puss in Boots runs in front of the carriage. He sees a big
field. A peasant and his family are working in the field. The
field belongs to a big bad giant. The giant has got lots of
fields and servants.
_I’m Puss in boots. My master is the Marquis of Carabas.
The king is coming. Please tell him that this field belongs to
the Marquis of Carabas. Puss in boots says to the peasant.
The King sees the big Field.
_Whose field is this? It’s beautiful. He says.
_It belongs to the Marquis of Carabas. Say the peasants.
The King smiles. The marquis of Carabas feels happy. He has got a clever cat.
Puss in Boots runs in front of the carriage again. He
sees a big castle. The castle belongs to the big bad
giant.
Puss in boots has an idea. He will trick the giant.
Puss in boots knocks on the big door.
The giant opens the door.
-What do you want, little cat? Shouts the Giant.
_I want to meet you because you are very clever. Says Puss in Boots.
_I know you can do magic. Can you become a lion?
_Of course, I can! Shouts the Giant.
The big bad Giant says magic words. Suddenly,
he becomes a lion! He is a big terrible lion!
Puss in Boots is afraid of the lion. Poor Puss in
boots is shaking. The giant says some more
magic words. No he is a giant again.
_That was easy. You are big and a Lion is big. Can you become a little mouse?
Puss in Boots asks the giant.
_Of course, I can. Shouts the giant.
The big, bad giant says some magic words again. Suddenly, he becomes a mouse.
He is a very little mouse. Puss in Boots is fast. He jumps and catches the mouse.
Then he eats it!
Nobody sees the giant again. All the servants in the castle
are happy.
_Thank you, little cat. They say.
_I’m Puss in Boots. My master is the Marquis of Carabás.
He’s a good man and he will help you. Says Puss in
boots.
_Let’s tell the King that the castle belongs to the Marquis
of Carabas.
When the King arrives at the castle, Puss in Boots opens
the door.
The servants make a wonderful dinner. The King is happy.
_The Marquis of Carabas is a good man and he is very rich, too. He thinks.
The Marquis of Carabas likes the princess. She’s beautiful. The princess likes the
Marquis of Carabas. They are in love!
_I love your daughter. I want to marry her.The Marquis of Carabas says to the King.
The King looks at the princess. She smiles. The King smiles.
_You will marry my daughter on Sunday. He says.
The marquis of Carabas and the princess marry.
Everybody is happy. But Puss in boots is the happiest
of all. He doesn’t catch mice now! He lives in the castle
and he eats fish every day!
(adapted for ELT by Jennifer Health)
E- Let’s do the activities together:
A- Match the names with the pictures.
A
B
(
) The Master
(
) The princess
(
) The King
(
) Puss in boots
(
) The Giant
C
D
E
B- Listening for specific information/whole class listening.
Apresentar o vocabulário/estrutura para os alunos. Escrever as frases no
quadro e explicar que eles devem levantar-se quando ouvirem a frase no
CD.
a) A miller has got four sons.
b) Every day Puss in Boots gives a present to the King.
c) The King gives the miller’s son some beautiful clothes.
d) The castle belongs to a good giant.
e) Puss in Boots isn’t afraid of the lion.
f) The Marquis of Carabas likes the princess.
C- Write the following verbs on the board: is, give, say, go, see, marry, have.
Explain that all of these verbs are in the story and they are in the present tense.
Remember this and explain about the third person of these verbs.
To be
to give
to say to gO to see to marry to have
Grammar points
He
She
is gives
says
goes
sees
marries
has
It
Ask them to write some examples of these verbs on the story:
a)________________________________________________(to be)
b)________________________________________________(to give)
c)________________________________________________(to say)
d)________________________________________________(to go)
e)________________________________________________(to see)
f)_________________________________________________(to marry)
g)_________________________________________________(to have)
D- Gap-filling/whole class listening and writing the word:
Toque o CD uma vez. Toque pela segunda vez parando em momentos
apropriados a fim de que os alunos tenham tempo para preencher os
espaços.
a) …his second son gets the ________ and his third son gets the cat.
b) Don’t worry. Give me some_____________ and some clothes and I Will help
you.
c) This _____ is a present for you from my master. He says.
d) The _______ remembers the presents.
e) The __________ belongs to the big bad giant.
f) He lives in the castle and he eats _____ every day!
King - Rabbit - Donkey – boots – castle - fish
E- Find these words: castle, mouse, catch, king, clever, scared, monster, puss.
A
C
P
U
S
S
A
M
C
A
S
T
L
E
F
O
Q
T
K
I
N
G
S
U
W
C
R
D
S
A
C
S
Q
H
E
T
H
W
A
E
M
O
N
S
T
E
R
J
W
D
C
L
E
V
E
R
E
D
T
G
I
P
D
Q
F- Discuss about the message of the story:
“Don’t lose your time about circumstances; the cards are in your hands. Play
the best you can and you will be rewarded!”
“It's a big advantage to have a substantial inheritance — but your own diligence
and ingenuity are worth more than any money you receive from others.”
G - Distribute to students a puzzle of the picture bellow:
Movie Shrek
Comentar com os alunos que algumas versões de filmes foram criadas baseando-se em
contos de fadas. Nós podemos ver alguns contos de fadas misturadas com humor no filme
Shrek onde a história é uma mistura da idade medieval e da atual com personagens
mágicos e animais falantes.
1- Play part of the movie 'Shrek 2’ available at:
www.youtube.com/watch?v=kxJz4cy_kck July 23,2011 – sent by Capitaldaarte.
Seen on October 8, 2013.
Questionar os alunos sobre quais contos de fadas aparecem no
trecho do filme, quando os alunos falarem o nome do conto o
professor repete em inglês e se possível escreve no quadro
para que eles fixem o vocabulário.
2- Activity about the movie:
Describe the following characters. Ask students to analyze the characters’
characteristics by answering the provided Questions:
Shrek
Where does the character live?_____________
How do you feel about the character?________
What are the adjectives describing the
character?______________________________
Princess Fiona
A question that you would like to ask the character.
How do you feel about the character?
What are the adjectives describing the character?
Donkey
What is the relationship between this character and
the Shrek?________________________________
How do you feel about the character?____________
What are the adjectives describing the character?___
Why does the character want to marry Princess
Fiona?
How do you feel about the character?
(Is he a “goodie” or a “baddie”?)
What are the adjectives describing the character?
3- Compare ‘the Shrek’ with ‘the Snow White’.
Distribuir o exercício abaixo para os alunos e resolver junto com eles.
Shrek
Shrek
Physical Appearance
Snow White
Prince
Physical Appearance
Personality
Personality
Princess Fiona
Physical Appearance
Snow White
Physical Appearance
Personality
Personality
Lord Farquaad
Physical Appearance
The Queen
Physical Appearance
4- Compare ‘Shrek’ with ‘Beauty and the Beast ’
What the fairy tale Beauty and the Beast have in common with the film Shrek?
-
Love is stronger than appearance;
-
Love in The Beauty and the Beast and Shrek is a common theme not only
in the entertainment industry, but as well as in life;
-
Movies often portray love between two people who are both beautiful, and
not always the best person they can be on the inside. Shrek not only do
they have two people fall in love, but also they show how love improve on
the appearances.
5- What does the character Puss in Boots from the movie Shrek have in
common with the Puss in Boots from the original fairy tale?
They are clever, intelligent, and talking all the time.
Post-reading activities:
Distribuir o exercício abaixo e resolver junto com os alunos.
1- Recognize the elements of the genre Fairy tale.
(
) These stories always start with the expression “Once upon a time”.
(
) The narrative is short, it’s usually a dialogue.
(
) Animals are personifications of the human being. They think, feel and act
like men and women.
(
) These stories always end with a happy ending.
(
) These stories end with a moral, a lesson.
(
) These stories begin with a place, a date. They finish with a farewell salute.
(
) The stories are about castles, princesses, witches and fairies.
(
) It’s common having dialogues between animals;
2- Work in group of five:
Baseando-se no filme os alunos podem usar a imaginação para mudar alguns contos de
fadas e fazer uma história diferente.
a) Choose a fairy tale and draw a picture of your favorite character;
b) Change the physical appearance and personality of the characters.
c) You may also change the story plot or the ending.
Fairy tale: ________________________
Physical Appearance Personality
Character 1:
________________________________
Character 2:
Referências:
www.teacher.scholatic.com/writewit/mff/fairytales discovering.h ( acesso em
03/08/2013)
www.library.thinkquest.org/TQ0310228/what1.htm - 5k (acesso em 03/08/2013)
www.portaldoprofessor.mec.gov.br (acesso em 05/08/2013)
www.youtube.com/watch?v=r1b8E-_Doqc - 161k (acesso em 15/08/2013)
www.grimmfairytales.com/en/bio (acesso em 15/08/2013)
www.pinturaemtecido.net.br (acesso em 16/08/2013)
www.encantosdoconto.blogsp acesso 15/08/2013
http://www.obsessedwithfilm.com/wp-content/uploads/2010/09/snow-whiteseven-dwarfs8.jpeg ( acesso em 15/08/2013)
http://youtu.be/OvEKFas9SC4 acesso em 24/09/2013
www.youtube.com/watch?v=kxJz4cy_kck July 23,2011 (acesso em 24/09/2013)
www.claranto.com.br (clássicos Bilíngues, Beauty and the Beast)
English Language Teaching edition first published by new Editions 2006
Primary Classic Readers (Puss in Boots Level 2 Adapted for ELT by Joanne
Swan)
English Language Teaching edition first published by new Editions 2006
Primary Classic Readers (Snow White and the Seven Dwarfs Level 2 Adapted
for ELT by Joanne Swan)
PARANÁ, Secretaria de Estado da Educação. Diretrizes Curriculares de
Língua Estrangeira Moderna. Curitiba: SEED, 2008.