Construction of Student`s Identity

Versão On-line
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 DA EDUCAÇÃO – SEED
SUPERINTENDÊNCIA DA EDUCAÇÃO - SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE
Ficha para Identificação da Produção Didático-Pedagógica
Professor PDE/2013
TÍTULO:
Construction of Student’s Identity
AUTOR:
DISCIPLINA:
ESCOLA
DE
IMPLEMENTAÇÃO:
MUNICÍPIO:
NÚCLEO REGIONAL
DE EDUCAÇÃO:
PROFESSOR
ORIENTADOR:
IES:
RELAÇÃO
INTERDISCIPLINAR:
RESUMO:
Ivânia de Fatima Ferreira
Língua Inglesa
Colégio Estadual João XXIII EFM
Clevelândia
Pato Branco
Profª Drª Lídia Stutz
UNICENTRO (Universidade Estadual do Centro-Oeste)
Linguagens, Geografia,História,Sociologia
Esta Unidade Didática (UD) apresenta um conjunto
progressivo de atividades de leitura e escrita a partir de um
corpus de textos do gênero Autobiografia, com base nos
pressupostos teóricos do ISD- Interacionismo Sociodiscursivo
(BRONCKART, 1999) A presente produção justifica-se pelas
dificuldades dos professores de Inglês em trabalhar com
leitura e escrita numa perspectiva discursiva (PARANÁ,
2008). Sendo assim, pretende apresentar uma possibilidade
metodológica para o ensino de LEM e instigar os alunos para
que comecem a refletir sobre os aspectos linguísticodiscursivos da língua, de modo que possam construir
sentidos para o texto e tornarem-se, dessa forma, os sujeitos
críticos e agentes de transformação que a escola pública se
propõe a formar.
PALAVRAS-CHAVE:
ISD, Discurso, Identidade, Autobiografia
FORMATO
DO Unidade Didática
MATERIAL:
PÚBLICO ALVO:
Alunos do 1º ano do Ensino Médio Noturno
APRESENTAÇÃO
O Ensino Noturno é um desafio aos profissionais da educação que percebem que a
escola não consegue cumprir sua função principal de ensinar, pois acaba tornando-se um
espaço de transmissão de conhecimentos descontextualizados que não permite aos
estudantes reflexão, criticidade, compreensão e transformação da realidade na qual ambos
escola e aluno estão inseridos, conduzindo-o à exclusão.
Portanto, torna-se oportuno um estudo que busque identificar quem é esse aluno,
qual é a sua realidade e quais são as suas expectativas para que sejam pensadas práticas
pedagógicas mais significativa. Portanto, faz-se necessário considerar esses aspectos para
que ocorra uma aprendizagem que extrapole os conteúdos disciplinares distantes do
contexto provocando transformações individuais e coletivas.
Nesta Unidade Didática apresentamos uma proposta para o trabalho com gênero
textual através da elaboração de uma Sequência Didática com o gênero Autobiografia.
Este projeto tem como base metodológica as concepções teóricas do Interacionismo
Sociodiscursivo. Nossos objetivos consistem em explorar os elementos que constituem o
referido gênero além de ampliar conhecimentos com relação a algumas estruturas
linguísticas da língua alvo. A seleção desse gênero é justificada por ser um subsídio para a
práxis pedagógica e também por trabalhar com o discurso proveniente do gênero
autobiográfico que oportuniza ao aluno a reflexão sobre sua própria identidade e sobre o
uso da língua para atingir seus objetivos comunicativos.
Acredita-se que a autobiografia seja o gênero mais adequado para investigar as
representações identitárias dos alunos, uma vez que permite ao aluno/escritor expressar
sua subjetividade. Além disso, a liberdade que o escritor desse gênero tem para contar suas
histórias pode tornar a produção mais relevante para ele. Conforme preconizam as DCE
(PARANÁ, 2008, p.66), a escrita “deve ser vista como uma atividade sociointeracional, ou
seja, significativa”.
Para a efetivação desta Unidade Didática, construímos um Modelo Didático do
gênero Autobiografia, com um corpus de textos selecionados na Web. Tais textos
nortearam a construção das atividades da Sequência Didática que está dividida em quatro
módulos sendo que no primeiro é proposta a primeira produção. Também neste módulo e
no módulo dois são desenvolvidas atividades com o gênero Biografia, por considerar que
o aprendizado do mesmo é importante para a SD. No módulo três são elaboradas
atividades que caracterizam o gênero Autobiografia e para finalizar a SD, o módulo quatro
traz atividades que buscam identificar as representações identitárias no discurso dos alunos
e a produção final que será socializada no site da escola.
Esta Unidade Didática é parte integrante do material didático de intervenção,
implantação e implementação na prática pedagógica. É apresentado como requisito para a
obtenção do cumprimento das atividades realizadas pelos professores PDE.
Nesta Sequência Didática nós vamos aprender sobre Biografia e Autobiografia e
as principais características deste gênero que nos permite escrever sobre nós.
No final das atividades que faremos deste gênero você será capaz de escrever o
seu próprio texto autobiográfico e compartilhar sua história de vida com os seus
colegas.
Task 1 – Diagnostic Test
Write (escreva) a text about yourself (você).
Escreva o máximo de English que você puder, no mínimo 10 linhas.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Objectives
- Give personal information;
- Ask about personal information.
Task 2Complete these sentences about you.
a) What’s your name?______________________________________
b) How old are you? _______________________________________
c) When were you born?____________________________________
d) Where were you born?____________________________________
e) Parent’s names__________________________________________
f) Do you have brothers or sisters?____________________________
g) If yes, what are their names? ______________________________
h) What’s your address? ____________________________________
______________________________________________________
i) What’s your job?________________________________________
j) Preferences.
Color______________________
Music______________________
Singer______________________
Sport_______________________
Subject_____________________
Place_______________________
k) In the future you intend to be____________________________
Let`s see the questions and answers structures that can be necessary to do
give your personal information.
TALK ABOUT YOU
QUESTION
What’s your name, birthday? Where/when are you born?
ASNWER
My name is… / I am…. / I was born in…/ I was born on…
TALK ABOUT PREFERENCES
QUESTION
What is/are your favorite (sport(s)/ singer(s)/ music(s)/ color(s)?
ASNWER
My favorite… are… / They are… / My favorite… is… / It is…
TALK ABOUT FUTURE PLANS
QUESTION
What do you intend to be in the future?
ASNWER
In the future, I intend to be a/an…
TALK ABOUT YOUR RELATIVES’ NAMES
QUESTION
What is your (father’s/ mother’s/ brother’s/ brothers’/ sister’s /
sisters’) name (s)?
ASNWER
My (father’s / mother’s/ brother’s/ sister’s) name is…/ His/her name
is…
My brothers’/ sisters’names are …. , ….. and …./ Their names are
…. and …
Task 3Now find a classmate who has the same answer as you and fill in
the chart below with adequate information.
Question
Age
Birth’s day
Birth’s month
Birth’s year
Color
Music
Sport
Answer
Classmate
Task 4Answer some personal questions in Portuguese now.
a) Você gosta de ler?_________________________________________
b) Você já leu um livro que conta a história da vida de uma pessoa?
________________________________________________________
c) Se a sua resposta foi afirmativa, você consegue lembrar sobre quem era
a história?
________________________________________________________
d) E quanto a escrever, você já escreveu um texto sobre a vida de alguém?
________________________________________________________
e) E sobre a sua vida, você já escreveu?
_________________________________________________________________
DID YOU KNOW?
Biography –A biography is a report or recount detailing the main the
events in a person or person’s life/lives.
Autobiography –An autobiography is a report or recount detailing the main the
events in a person or person’s life/lives as written by them.
Task 5
1- In the school lab, skim the text I and try to answer the following questions
about it : (in English or Portuguesa)
a) Where was this text taken from?
_______________________________________________________
b) How do you know?
________________________________________________________________
2- Access this link http://www.biography.com/people/neymar21333405.
a)Tick (√) the kind of information you can find in this text:
( ) Personal information
( ) Likes and dislikes
( ) Professional information
( ) Physical description
( ) other(s) _______________________________________________
b)In your opinion, which is the most important information in this page?
_________________________________________________________
_________________________________________________________
c) Is it an old text or not? Explain.
_________________________________________________________
d) When do you think it was written?
( ) in the 1970’s
( ) in the 1980’s
( ) in the 2000’s
( ) in the 2010’s
e) Would you read this text? Why?
_______________________________________________________
f) Who wrote it?
_______________________________________________________
TEXT I
http://www.biography.com/people/neymar-21333405
3- Now, Read the whole text from this website and do the activities
below:
Copy from the text.
a) The cognate word (s)____________________________________
_____________________________________________________
b) The universal word (s)___________________________________
_____________________________________________________
c) Other word (s) that you know__________________________________
______________________________________________________________
d) Match each word to its meaning
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
Child
Teenager
Footsteps
Country
League
Championship
Striker
Underdog
Scoring
Haircut
(
(
(
(
(
(
(
(
(
(
) placar
) artilheiro
) campeonato
) criança
) corte de cabelo
) adolescente
) liga
) passos
) país
) o mais fraco
4- In groups of three tell to your friends two things you know/learn about
this famous soccer player. Write your answers here.
YOU
FRIEND- I
FRIEND- II
Task 6In this task we are study just a piece of the text extracted from the webpage
approached above. Scan the text and complete the activities.
NAME: NEYMAR
OCCUPATION: Soccer Player
BIRTH DATE: February
Source:
http://www.biography.com/imported/images/
Biography/Images/Profiles/N/Neymar21333405-1-402.jpg (acessed Oct 2013)
05, 1992 (Age: 21)
PLACE OF BIRTH: Mogi das Cruzes,
São Paulo, Brazil
FULL NAME: Neymar da Silva
Santos Jr.
NICKNAME: Juninho
ZODIAC SIGN: Aquarius
Neymar’s life
Neymar da Silva Santos Jr. was born on February 5, 1992,
in Mogi das Cruzes, São Paulo, Brazil. The son of a former
professional soccer player, Neymar followed in his father's
footsteps by playing street games and futsal, an indoor version of
the game. He joined the Portuguesa Santista youth club in 1999,
and within a few years was one of the most highly regarded
young talents in the country.
In May 2013, Neymar announced he was making the leap to
Europe with a transfer to FC Barcelona, a powerful club that
featured superstar Argentine striker Lionel Messi and several
members of the Spanish national team.
Source:www.biography.com/people/neymar-21333405
a)Read the profile (perfil) about Neymar and tick the information that there
is in the text:
( ) Family
( ) Country
( ) Preferences
( ) Sport
( ) Soccer Club
( ) Study
b) In order to sumarize the text, number sentences from 1 to 6.
( ) Neymar jogava na rua e também futsal
( ) Mudou-se para a Europa
( ) Nasceu no dia cinco de fevereiro de 1992
( ) Em 1999 ele ingressou no clube Portuguesa Santista
( ) Sua cidade natal é Mogi das Cruzes , São Paulo
( ) O jogador seguiu os passos de seu pai
c) In the text about Neymar there are (há) some information about Zodiac
Sign. In your opinion, is zodiac sign information important?
( ) Yes
( ) No
d) Using the information about Neymar organize the Wordmap below. Write
the most (as mais)important information about him. (place and date of birth,
parent’s names, occupation…)
Objectives
-Research a biographical text
- Identify personal information
- Write a small biographical text
Task 7
Computer
Lab
Research
Research (pesquise) biographical texts about a famous person
you like and complete the profile (perfil) with his/her
information. If you want you can access the sites
www.famouspeoplelessons.com /
www.biography.com
NAME
FULL NAME
OCCUPATION
DATE OF BIRTH
PLACE OF BIRTH
PARENTS NAMES
IMPORTANT EVENTS OF HIS/
HER LIFE
NATIONALITY
Task 8With the help of profile information, you have already looked for, fill in the
blanks with appropriate information.
___________________
(name)
____________________________ was born (nasceu) in____________
(full name)
____________________________ on___________________________
(place of birth)
(date of birth)
His/her parent’s names are_________________________ and___________
_________________________________.
The important events in his/her life are _____________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Task 91- In this task we are going to read (ler) an Autobiography written by a
Tibetan guy. Look at the photos below and try to guess (adivinhar)
who is him.
Links:
http://oglobo.globo.com/in/7303189-a8a-f54/FT500A/tiago620.jpg
http://i1.r7.com/data/files/2C95/948E/2FE9/AB5B/012F/E9C7/6503/498A/negro%20livros%20450x338.jpg
http://3.bp.blogspot.com/CEQgDrmUtmA/UDV1cLSqfsI/AAAAAAAACp4/TIFdmV2mwsY/s1600/KaluNew2.jpg
https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcSJZnAibVm5LmklrQuVFS5SYthpIWCC8fbxihHt-9NOlrJVwI4
http://fundacaocultural.bad.hospedagemdesites.ws/wp-content/uploads/2013/10/Samsara.jpeg
Answer in Portuguese your opinion about the pictures.
a) Who are they?
_________________________________________________________
_________________________________________________________
b) What are they doing?
__________________________________________________
__________________________________________________
c) Where do they live?
_______________________________________________________
Task 10- Discuss in class.
a) What helped you to conclude who is the Tibetan guy?
b) What do you know about the country and the people from Tibet?
c) Look the World Map and circle Tibet?
Source:http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia/imagens/g
eografia/mapa_mundi.jpg acessed nov 2013
DID YOU KNOW?
Tibet is the highest region of the world?
Tibet is called the “Roof of the Earth”?
Text II
Tsewang’s life
My name is Tsewang and I’m twenty years old. I was living with
my parents in the countryside, and I was never able to attend school
before. I thought that I could never get a job because I was working
on my parents’ farm with animals so I never got an opportunity to
So these days I get up early every morning and study study. After I
moved to the city, I decided to go to school. Because in this
century, if we don’t have education, life is so hard and the future of
a young man is harder. hard for my future so my dreams will
become truth.
http://www.teachingenglish.org.uk/blogs/rabten/class-my-students-autobiographies (acessed
Sept.2013)
Task 11-
THE CONTEXT OF THE TEXTS I and II
Tick the correct alternative(s) for each question below.
a)Where can people find these kind of texts?
( ) newspaper
( ) recipe’s book
( ) internet
( ) magazine
( ) manual
( ) ID card
( ) other (s) _____________
b)Who are the possible readers of these texts.
( ) players
( ) children
( ) students
( ) teenagers
( ) other (s) ______________
c)Who are the possible writers of these texts ?
( ) journalists
( ) student
( ) others ______________
( ) reporter
d)What is the objective of these kind of texts.
( ) To describe a person
( ) to tell someone’s life story
( ) to teach a recipe
e)Look this Powerpoint , is about Tibet. Let’s to learn about it.
https://www.google.com.br/#q=tibet+leadership+journey+powerpoint
Let’s see the videos about Tsewang’s country.
http://www.youtube.com/watch?v=tupVEfXPhvg
http://www.youtube.com/watch?v=W6UTvgq_gUo
e) Answer in Portuguese.
-Is Tibet a big country?
______________________________________________________
- The
Economy of Tibet is dominated by _____________________
___________________________________________________________________
-The dominant religion in Tibet is __________________________
_____________________________________________________
-The principal personality Tibetan is______________________________
Task 12 – Work in groups.
Computer Lab.
a)Using the information that you have researched in the Web
complete the chart below.
INFORMATION
BRAZIL
TIBET
AREA
POPULATION
LANGUAGE
CAPITAL
COLORS OF FLAG
ECONOMY
CURRENCY
RELIGION
LIDER
MUSIC
SPORT
FESTIVALS
b)Now using the information above construct a painel the differences about
the countries.
Research in the Web, information about Neymar’s
country (Brazil) and Tsewang’s country (Tibet) .
(geography, culture, religion, sport) and to construct a a
painel about the differences between these countries. Use
texts and images.
Task 13After reading the text bout Tsewang’s life, write T for True (verdade) or F
for False (falso) and rewrite the false sentences.
(
(
(
(
(
(
) Tsewang lived with his parents in a city.
) He is twenty years old.
) He has never studied before.
) He wasn’t working on his parent’s farm.
) Tsewang moved to the city.
) He decided not to go to school.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Task 14Search (procure) in the text, the English version (versão) for the following
sentence.
“Eu decidi ir para a escola. Porque neste século se nós não
temos educação a vida é muito difícil e o futuro de um homem
jovem é mais difícil.”
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Task 15a)Match the columns and underline your personal answer.
For you is it important to study?
Studying is important to...
(1) conseguir um emprego melhor
( 2) ir para a universidade
( 3) ter autoconfiança
( 4) o futuro
( 5) ter informações
( ) to go to University
( ) to have ideas for the future
( ) to get a better job
( ) to have information
( ) to be self-confident
b)What other things are important?
______________________________________________________
______________________________________________________
______________________________________________________
c)Compare your ideas to classmates. Does the study have the same
importance to you and your colleague?
( ) yes
( ) no
c)What do you and your colleague think about it?
______________________________________________________________
______________________________________________________________
Some people say that studying never ends. What do you think about?
______________________________________________________
______________________________________________________
Task 16
In his text, Tsewang told us about him and now is your time to tell about you.
a) Were you born in the countryside?
_________________________________________________________
b) In the text the author said that he was never able to attended school
before. And you? Did you have problems to attend school before?
Why?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
c) Do you know any other classmate that has similar problems as
Tsewang?
__________________________________________________
__________________________________________________
__________________________________________________
Objectives
Identify personal pronouns;
Identify the verb tenses.
THINKING ABOUT THE LANGUAGE
Task 17Look the verbs of
these sentences.
-Neymar followed
in his father's footsteps
PERSONAL
PRONOUNS
-He was born in Mogi das Cruzes.
-Tsewang moved to the city.
-He never got an opportunity.
a) The verbs in the sentences above are in
(
(
I
YOU
HE
SHE
IT
WE
YOU
THEY
) Simple present tense
) Simple past tense
b)In the text II, there are verbs in the present and past, read it again and
underlining the verbs in the present and circle the verbs in the past.
c)Read again the texts I and II. Which one of them:
( ) The personal pronoun used is first person.
( ) The personal pronoun used is third person.
( ) The author tell about your life.
( ) The other person tell about someone.
SIMPLE PAST TENSE
The Simple Past Tense is used to describe completed past events. The
sentences often contain a time such as yesterday (ontem), last (último),
Sunday (domingo), last week (semana passada), when…, (quando).
Ex. I was here yesterday
My friend went to Curitiba in July.
We played soccer last Saturday.
Most of the verbs in English are Regular Verbs and the Simple Past is formed
by adding ED in the verb, except in some cases.
Vowel+ Y
Add ED
Play-played
Consonant + Y
Changed Y to I and
add ED
Study- studied
One vowel+ one
consonant
Double the consonant
and add ED
Stop- stopped
Verbs ending in E
Add only D
Love- loved
Source: Adapted from JULIANI, 2009, caderno PDE
The verbs that don’t end in ED are irregular verbs, and they include some of
the most basic verbs in English. There are some of the most important
patterns in forming the past tense. However, the only way to know how an
irregular verb will change in the past tense is to learn all of the important
verbs.
The three most important irregular verbs are BE, HAVE, and DO. The
simple past forms for BE are different depending on the subject.
Pronoun
I
You
He/she/it
We
They
Be
Was
Were
Was
Were
Were
Have
Had
Had
had
had
Had
Do
Did
Did
Did
Did
Did
Other irregular verbs
There are three main categories of the other irregular verbs
Category
Verbs don’t change
Present
Cut
hit
Verbs change their
vowel
Get
Sit
Drink
Verbs change
Speak
completely
Teach
Source adaptado JULIANI, 2009
Past
Cut
Hit
Got
Sat
Drank
Spoke
Taught
THINKING ABOUT LANGUAGE
Task 18a)Read (leia) the sentences and write R for Regular Verbs and I for Irregular
Verbs.
(
) Neymar was born on February 5th.
(
) Tseweng lived in a farm.
(
) Neymar played soccer in the street
(
) Tsewang and Neymar spoke Portuguese.
(
) They moved to Europe.
(
) Neymar’s father was soccer player.
b)Write letters in the correct order to make past tense of verbs.
LOVE
________________________
DVELO
ARE
________________________
REWE
STUDY
________________________
TIUDESD
SPEAK
________________________
KPOSE
c) Choose the correct form of the verbs in parentheses and complete the text.
Emanuelle's Life
by Emanuelle Floriano
My name______ ( is/are) Marilena Emanuelle Bichara Floriano, but I
__________ ( like/likes) Emanuelle best. I’m from Brazil, Rio de Janeiro.
I____________ ( was/were) born on October 31, 1978, in Queimados-RJ.
I___________ ( have/has) a big family. There are three older brothers and
three younger sisters. I’m right in the middle.
I had a great childhood. My family always was together, especially in
Christmas and New years. Also, I________ (have/ had) some bad times,
too. When I was 5 years old, I had an accident. My brother and I________
(was/were) playing next to the construction site. He________ (hold/ held)
a hoe up. It________ (were/) was heavy to him. He couldn’t hold it for a
long time. Then, the hoe ________ (fall/ fell) and hit me on my head. My
mother___________ (take/took) took me to the doctor immediately. I got
well soon.
Now, I’m an international student at ELC. I enjoy this time that I can learn
about a new language and a new culture. I __________ ( wish/wishes) to
stay more time here and to learn more English…
Source: http://www.elc.byu.edu/classes/buck/w_garden/students/students_autobios.html
d) Complete using information about Emanuelle’s text.
NAME
FULL NAME
OCCUPATION
DATE OF BIRTH
PLACE OF BIRTH
PARENTS NAMES
IMPORTANT EVENTS OF HER
LIFE
NATIONALITY
e) Tick the correct alternative.
The text was written by.
( ) a student
( ) a teacher
( ) Emanuelle
The theme of the text is
( ) life
( ) travel
( ) school
The support of the text is
( ) A site online
( ) A magazine
( ) A student’s book
Today Emanuelle is a
( ) teacher
( ) doctor
( ) student
f) Using Portuguese and English answer.
-The author of text I and the text about Emanuelle is the same person?
Why?
_________________________________________________________
_________________________________________________________
-What’s the difference between this text and text I? Give examples
that prove your answer.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
f) The following text was written on the Simple Past Tense. Identify
the verbs and the time expressions that can be changed to the Simple
Present Tense and rewrite it.
(…)Everything began when brother Bergeson went to Brazil and visited my
family. He invited me to come to the USA to live with his family, and to
learn English. It was hard to me to decide if it was a good idea or not,
because I needed to leave my family and friends in Brazil. It was scared,
because I didn’t know to speak anything in English. I needed to learn a new
language as a child.( Emanuelle’s life)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
i)
Identifying in the sentences bellow what are: Biography and
Autobiography.
I had a very happy childhood and my earliest
memory is that of waiting for my dad to come home
from work on his motorbike. I would wait at the top
of the driveway for him to get home.
Cristiano Ronaldo dos Santos Aveiro was born in
1985. He is widely regarded as one of the best
players in the world. The legendary Dutch genius
Johan Cruyff said he's one of the best ever. Ronaldo
became a soccer superstar playing for English team
Manchester United, Spain's Real Madrid and for
Portugal. He plays in midfield, from where he
regularly scores spectacular goals.
My name is Silvia Raquel Rodriguez Flores. I am 18
years old. I am from Honduras. I have in my family
three brothers, one sister, and my mom. I am the
third in my family. My birthday is on June 29th,
1981. In my life I have bad and good experiences,
but a fantastic life overall. These experiences help
me to be happy, and I learn from them every day of
my life.
Steve Jobs was the first child of two University of
Wisconsin graduates, speech therapist, Joanne
Simpson and Syrian political science professor,
Abdulfattah "John" Jandali. He was adopted by
Clara, an accountant, and machinist Paul Jobs, an ex
Coast Guard. They named Steven Paul Jobs.
j) Now, do you know (sabe) the difference between (entre) Biography and
Autobiography? Then complete the chart below.
AUTOBIOGRAPHY AND BIOGRAPHY CHECKLIST
CHARACTERISTICS
It is written in first
person.
It is written in third
person.
The person writes about
himself/herself.
The author writes about
another person’s life.
There are dates to show
when events happened.
It is written in a
chronological order.
The
verbs
are
in
Past/Present Tense.
There
are
time
connectors.
Objectives
-Reflect about personal information;
- Write about personal information.
Task 19THINKING ABOUT YOU
a)Match the categories to the sentences.
a)FAMILY
d)MUSIC
f)RELIGION
I’m an international
student at ELC. I
enjoy this time that I
can learn about a
new language and a
new culture
I don’t like to play
the violin, but I like
listening to African
music, because it’s
so cool.
b)WORK
e)FUTURE
g)STUDY
My dream is to
be a good tour
guide.
There are twelve
people in my family,
my father, mother, four
elder brothers, five
elder sisters and
myself.
c)PREFERENCE
Nomads make many
things by themselves.
Such as blankets and
clothes from yak and
sheep wool. They also
make cheese.
I like to go to
offerings at the
weekends to pray
for all-sentient
beings.
b) Read and reorganize the paragraphs of this autobiographical text.
1- There are six people in my
family, my father, mother,
two older brothers, a sister
and myself.
2-I studied Tibetan for some
years in Amdo and I come to
Lhasa several months ago to
study English, because I like
learning English language.
3-My name is Snow Land.
I’m from Amdo and I’m
Tibetan. I’m an English
student in Lansang language
school.
4-My parents are nomads and
one of my brothers is a
language student. Another is
an university student. My
sister looks after my parents.
c) This activity is about you. Complete your profile.
NAME
FULL NAME
OCCUPATION
DATE OF BIRTH
PLACE OF BIRTH
PARENTS NAMES
IMPORTANT EVENTS OF
YOUR LIFE
NATIONALITY
d)Use the boxes below and write sentences about you.
Name/ where were you born/When were you born?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Your family
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Important events
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Now I want to…
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
In the future
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
e) Now write down the information constructing an autobiographical text.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Task- 20
Activity in pairs. Read the text that your classmate wrote about
himself/herself and complete the chart below.
REFLECTING ABOUT TEXT ORGANIZATION
CHARACTERISTIC
YES
It is written in first person.
The person writes about himself/herself.
It is written in a chronological order.
The verbs are in Past/Present Tense.
There are time connectors.
Task- 21
Rewrite your text. In the Lab post your text in the School Site.
NO
ORIENTAÇÕES METODOLÓGICAS
As atividades desta Sequência Didática foram elaboradas para que os alunos
percebam que em cada módulo há uma construção gradativa de
aprendizagem. Para tanto utilizamos o gênero Autobiografia, as
orientações das DCE e as concepções do ISD.
Neste primeiro momento consideramos ser relevante conversar com os alunos
sobre o Projeto e o gênero textual que será estudado, o número de aulas
previstas para a realização das atividades planejadas e a importância de
trabalhar com textos autênticos, nesta SD, Biografia/Autobiografia em língua
inglesa.
As atividades deste módulo oportunizam que o aluno informe, escreva sobre si
(esta será a primeira produção) e que também obtenha informações pessoais
dos colegas, para tanto, algumas estruturas linguísticas são retomadas
(What/Where/When/How) e uma atividade oral socializa as informações
obtidas. Esta primeira produção permite ao professor perceber o quanto os
alunos dominam sobre o gênero e quais aspectos precisam ser desenvolvidos.
Em seguida é proposta uma atividade no laboratório de informática, onde os
alunos analisam um site com biografias de pessoas famosas, explorando as
capacidades de ação. Desta página é utilizado um recorte de texto com
informações sobre o jogador Neymar para que os alunos relembrem as
características do gênero Biografia, para finalizar este módulo é produzido um
“wordmap” com informações sobre a pessoa biografada.
Sugestão de Sites www.famouspeoplelessons.com
www.biography.com
Este módulo inicia no laboratório com a pesquisa de um texto biográfico (pode
ser utilizado a mesma sugestão de site do módulo 1), de uma personalidade que
seja interessante para o aluno (atleta, artista, escritor, cientista, etc), pois o
objetivo desta atividade é que os alunos possam ler várias biografias e reconhecer
algumas características deste gênero.
Com as informações do texto biográfico escolhido, os alunos completam um
perfil e com os dados deste perfil escrevem uma pequena biografia, que será
exposta na sala em cartazes.
Neste momento são iniciadas atividades de pré-leitura, para a introdução do
gênero Autobiografia, onde os alunos observam imagens e utilizando-se de
estratégias como a inferência, para deduzir quem é o autor do texto
autobiográfico.
Após a leitura do texto autobiográfico de Tsewang e as atividades referentes ao
mesmo, as atividades instigam os alunos para que eles observem o lugar de onde é
Tsewang, e se gostariam de viajar para esse país algum dia e quais seriam as
diferenças entre este país e o nosso.
Em
seguida
faz-se
necessário
utilizar
o
PowerPoint
https://www.google.com.br/#q=tibet+leadership+journey+powerpoint e os vídeos
sugeridos http://www.youtube.com/watch?v=tupVEfXPhvg
http://www.youtube.com/watch?v=W6UTvgq_gUo
para a contextualização da
autobiografia. Após este momento, são formados grupos e retorna-se ao
laboratório para que seja feita uma pesquisa em sites de busca, sobre informações
a respeito dos países de Neymar e Tsewang para completar uma tabela.
Acreditamos que colocá-los em contato com a sua cultura e com a do outro faz
com que ampliem seus conhecimentos de si e do mundo.
Para finalizar o módulo, os grupos transformam as informações em painéis
utilizando os dados da pesquisa, textos e imagens para expor na sala de aula.
O objetivo deste módulo é explorar as marcas linguísticas recorrentes aos gêneros
Biografia e Autobiografia- o uso dos tempos verbais- Simple present, Simple Past,
Personal Pronouns e Time Adverbs . É relevante aproveitar o momento para
relembrar aos alunos o uso destes tópicos gramaticais e que esta atividade não se
configura num exercício estanque. O trabalho proposto aqui se realizará com o
intuito de explorar estas marcas linguísticas, as quais, dentre outras, caracterizam o
gênero textual em questão.
Para tanto, são retomados os textos estudados e acrescentado mais um texto
autobiográfico (Emanuelle´s life) onde também são exploradas as ações linguísticodiscursivas presentes.
Para finalizar o módulo, uma atividade de checklist com as características dos
gêneros é proposta.
Neste módulo buscamos reconstruir as representações e identidades dos alunos quando
estes refletem sobre situações relevantes de suas próprias vidas.
Retomamos com os alunos o texto da primeira produção, pois neste momento eles já
reconhecem as características do gênero e possuem embasamento para a segunda
produção (pode ser feita a reescrita coletiva de um texto, para ser modelo para os
individuais)
Na sequência outras atividades são propostas para ampliar a compreensão das
características do gênero, possibilitando que o aluno perceba o desenvolvimento de sua
aprendizagem.
Em duplas é proposta uma atividade de checklist do gênero que precede a produção
final.
Para finalizar a Sequência Didática os alunos postam seus textos Autobiográficos no
suporte de circulação, o site da escola.
REFERÊNCIAS BIBLIOGRÁFICAS
BACCIN, E.J. Modelo didático de gênero e sequência didática: gênero textual
autobiografia. Artigo (Programa de Desenvolvimento Educacional – PDE). Secretaria de
Estado do Paraná – SEED, Dois Vizinhos, 2008. Disponível em:
http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/2000-6.pdf. Acesso em: Out.
2013
BRONCKART, J.P. Atividade de linguagem, textos e discursos: por um interacionismo
sócio-discursivo. Trad. Anna Raquel Machado, Péricles Cunha. São Paulo: Educ. 1999.
CARVALHO, S.R. de. O ensino-aprendizagem da autobiografia: uma possibilidade
para o desenvolvimento d linguagem escrita. Tese (Doutorado em Linguística Aplicada e
Estudos da Linguagem) – Pontifícia Universidade Católica de São Paulo - PUC, São
Paulo, 2011. Disponível em:http://www4.pucsp.br/pos/lael/lael-inf/teses/lael_tese_02_08.
pdf. Acesso em: Out. 2013.
JULIANE, S.V. Modelo Didático de Gênero e Sequência Didática:Gênero TextualBiografia.Produção Didático-Pedagógica (PDE) Secretaria de Estado do Paraná-SEED,
Campo Mourão,2009. Disponível em:
http://www.diaadiaeducacao.pr.gov.br/portals/cadernospde/pdebusca/producoes_pde/2009_fecilcam_lingua_estrangeira_moderna_md_
silvana_valeria_.pdf. Acesso
em : Nov. 2013
MACHADO, A.R.; CRISTOVÃO, V.L. A construção de modelos didáticos de gêneros:
aportes e questionamentos para o ensino de gêneros. In: Linguagem em (Dis)curso LemD, Tubarão, v. 6, n. 3, p. 547-573, set./dez. 2006.
PARANÁ, Secretaria de Estado da Educação. Diretrizes Curriculares da Educação
Básica: língua estrangeira moderna, 2008.
STUTZ, L.; CRISTOVÃO. A construção da identidade em relatos autobiográficos de
alunos-professores de inglês. In: VENTURINI, M.C.; BIAZI, T.M.D.; OLIVEIRA, S.E.
O professor no Brasil: dizeres contemporâneos.Guarapuava: Ed. Da Unicentro, 2012.
p.55-77.
Sites
http://www.elc.byu.edu/classes/buck/w_garden/students/students_autobios.html.
Acessed
Sept.2013
http://www.teachingenglish.org.uk/blogs/rabten/class-my-students-autobiographies.
Acessed Sept.2013
www.famouspeoplelessons.com. Acessed Sept.2013
www.biography.com
http://www.youtube.com/watch?v=tupVEfXPhvg. Acessed Sept. 2013
http://www.youtube.com/watch?v=W6UTvgq_gUo Acessed Sept. 2013
http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia/imagens/geografia/m
apa_mundi.jpg. Acessed nov 2013.
http://oglobo.globo.com/in/7303189-a8a-f54/FT500A/tiago620.jpg
http://i1.r7.com/data/files/2C95/948E/2FE9/AB5B/012F/E9C7/6503/498A/negro%20livro
s%20450x338.jpg
http://3.bp.blogspot.com/CEQgDrmUtmA/UDV1cLSqfsI/AAAAAAAACp4/TIFdmV2mwsY/s1600/KaluNew2.jpg
https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcSJZnAibVm5LmklrQuVFS5SYthpIWCC8fbxih
Ht-9NOlrJVwI4
http://fundacaocultural.bad.hospedagemdesites.ws/wpcontent/uploads/2013/10/Samsara.jpeg
https://www.google.com.br/#q=tibet+leadership+journey+powerpoint. Acessed. Sept.2013