let´s expose them to everyone.

FICHA PARA CATÁLOGO
PRODUÇÃO DIDÁTICO PEDAGÓGICA
A LÍNGUA INGLESA E SUA LEITURA: uma prática interacionista sociodiscursista
Autor
MIRIAM ANDRADE DA ROCHA
Escola de Atuação
COLÉGIO ESTADUAL WANDIR DE ALMEIDA
Município da escola
CORNÉLIO PROCÓPIO
Núcleo Regional de Educação
CORNÉLIO PROCÓPIO
Orientador
ELIANE SEGATI RIOS REGISTRO
Instituição de Ensino Superior
UENP
Disciplina/Área (entrada no PDE)
LÍNGUA ESTRANGEIRA MODERNA ( INGLÊS)
Produção Didático-pedagógica
UNIDADE DIDÁTICA PEDAGÓGICA
Relação Interdisciplinar
FILOSOFIA, SOCILOGIA
Público Alvo
3º ANO DO ENSINO MÉDIO
Localização
COLÉGIO ESTADUAL VANDYR DE ALMEIDA
RUA CRISANTEMOS S/N JARDIM PANORAMA
Apresentação:
Tendo em vista que os problemas sociais estão presentes em nossa
vida diária e que os mesmos ultrapassam os limites da linguagem,
esta produção didático-pedagógica tem por objetivo sensibilizar os
alunos do ensino médio acerca dos problemas sociais utilizando
como objeto de ensino o gênero denúncia em língua inglesa. Para
tanto, utilizamos os pressupostos teóricos e metodológicos do
interacionismo sociodiscursivo (BRONCKART, 1999/2003/2009) e o
desenvolvimento de sequências didáticas (DOLZ; SCHNEUWLY,
2004) para o ensino do gênero em questão.
Palavras-chave ( 3 a 5 palavras)
LÍNGUA INGLESA , JUSTIÇA SOCIAL,ISD, DENÚNCIA,
CIDADANIA.
Introdução
Esta unidade tem por objetivo elencar os gêneros “foto-denúncia,”
“reportagem-denúncia”, “vídeo-denúncia”, “filme-denúncia,” como nosso objeto de
ensino e, a partir disso, conscientizar nossos alunos sobre os problemas atuais que
estão presentes nas mais diversas esferas sociais, preparando nosso educando
para enfrentá-los com mais postura e determinação.
Com
base
na
investigação
teórico-metodológica
do
interacionismo
sociodiscursivo (BRONCKART 1999/2003/2009), utilizamos os gêneros denúncia
nas suas mais diversas formas de expressão com o intuito de promover a
aprendizagem como forma de desenvolvimento humano.
Por meio das imagens impactastes propostas, buscamos permitir que o aluno
saia dos bancos escolares e caminhe rumo a um mundo mais consciente, exercendo
seu papel de promover uma cidadania mais igualitária.
De modo a contemplar as atividades de forma eficiente, buscamos, para o
desenvolvimento de nossas sequências, os aportes de Dolz e Schneuwly (2004) no
que tange à sequência didática.
Para tanto, consideramos as capacidades de
linguagem como constitutivas das atividades aqui apresentadas.
Tais capacidades de linguagem são compostas pelas capacidades de ação,
capacidades discursivas e linguístico-discursivas. Na primeira, consideramos todo o
entorno social e didático referente ao gênero. Na segunda, observamos o seu layout
e estrutura e, por fim, na terceira, privilegiamos os aspectos linguísticos mais
predominantes, visando buscar novas formas de desenvolver pedagogicamente os
conteúdos sem perder a motivação dos alunos.
As capacidades citadas deverão contribuir para o desenvolvimento critico
tanto do professor quanto dos alunos, contribuído para a formação de cidadãos
críticos e reflexivos.
LET´S EXPOSE THEM TO EVERYONE.
http://www.unicef.org/violencestudy/childfriendly.html
1) Look at the sentences below. Do you agree with them?
a) Drugs and alcohol were the cause of Amy´s death.
(
) YES (
) NO
b) The cutting of trees made the global warming get worse and worse.
(
) YES (
) NO
c) Supermarkets waste the food instead of donating it.
(
) YES (
) NO
d) Some politicians steal public money.
(
) YES (
) NO
e) Newspaper contains a searing expose of corruption.
( ) YES ( ) NO
2) Why would a person write something like that? What for?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3) Look at the speech balloons below.
A public report of the
facts about a
situation, especially
one that is shocking
or has been kept
secret.
Do you know what
exposé is?
Source:http://dictionary.ca
mbridge.org/dictionary/br
itish/expose_1?q=EXPO
S%C3%89
http://www.toonpool.com/user/856/files/boy_and_girl_864665.jpg
4) Do you agree with the above definition? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5) Now, in pairs, create your own definition for this word.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6) Look at the pictures below and fill in with the themes
DONORS - RECYCLE - VIOLENCE AGAINST THE CHILD - DRUGS GLOBAL WARMING - ENDANGER ANIMALS – ANOREXIA AND BULIMIA –
WARNING - HUNGER - SMOKE
A)______________________________
B)_______________________________
C)______________________________
D)_______________________________
E)______________________________
F)_______________________________
G)_____________________________
H)______________________________
I)______________________________
J)_____________________________
7) What are these exposés showing?
(
(
(
(
(
(
(
(
(
(
) Global warming will affect us all
) We don’t have enough donors.
) You can lose more than your patience.
) Perfect girl. New! Super skinny.
) There’s no such a thing as an old junkie. Take back your future.
) Stop contaminating your body.
) Would you care more if it happened on your own doorsteps?
) Watch for cars when wearing headphones
) Recycle.
) Don’t buy exotic animals souvenirs
8) Watch the videos and match them with the themes.
Video 1) http://www.youtube.com/watch?v=n94-TVhC4Kc
Video 2) http://www.youtube.com/watch?v=VIJ0kowbJvs
Video 3) http://www.youtube.com/watch?v=o_BF8l-tT0g&feature=related
9) Where can you find an exposé?
___________________________________________________________________
___________________________________________________________________
10) What can be inferred from the titles?
___________________________________________________________________
___________________________________________________________________
11) Which kind of information does an exposé present?
___________________________________________________________________
___________________________________________________________________
12) Write down the organization responsible for the above exposés:
01) _________________________
06)__________________________
02) _________________________
07)__________________________
03) __________________________
08)__________________________
04)__________________________
09)__________________________
05)__________________________
10)__________________________
13) Answer the questions about the pictures from the newspaper below.
Avaliable:
<http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=NY_NYT&ref_pge=map
&tfp_map=USA> acessado em: 2/08/2011
a) Who wrote
the article?
b) What is it
about?
c)Where did
the fact
happen?
http://www.optify.net/wp-content
/uploads/2010/07/boy_with_camera.jpg
d) To whom is
this notice?
e) When was this
notice written?
a)___________________________________________________
b)___________________________________________________
c)___________________________________________________
d)___________________________________________________
e)___________________________________________________
14) In groups of three, choose a piece of newspaper (attached 1) and answer the
same questions in exercise 13.
a)_____________________________________________________________
b)_____________________________________________________________
c)_____________________________________________________________
d)_____________________________________________________________
e)_____________________________________________________________
15) Look at some synonyms for exposé:
http://www.visualthesaurus.com/l
anding/?ad=cdo&utm_medium=d
efault&utm_campaign=VT&utm_s
ource=cdo&word=expose
acessadp 30/07/2011
16) Match these words with their definition
1) Display
2) Uncover
3) Let out
4) Divulge
5) Unmasking
6) Bring out
7) Endanger
8) Desolate
9) Unwrap
10) Disclose
(
) to make something secret known
(
) to show the bad and previously hidden, truth about someone or something.
( ) to arrange something or a collection of things so that they can be seen by the
public.
(
) to tell people information that was secret.
( ) an arrangement of things in a public place to inform, entertain people or advice
something for sale.
( ) to discover something secret, hidden or remove something covering something
else.
( ) when something that people go to, such as school or a show, lets out, it ends
and everyone leaves
(
) to remove the paper or other covering from something.
( ) to put someone or something at risk, in danger of being harmed, damaged or
destroyed.
( ) to show the bad, and previously hidden, truth about someone or something.
(
) to make something known publicly, or to show something that was hidden.
17) Choose five synonyms for exposé and make sentences with them.
1)__________________________________________________________________
___________________________________________________________________
2)__________________________________________________________________
___________________________________________________________________
3)__________________________________________________________________
___________________________________________________________________
4)__________________________________________________________________
___________________________________________________________________
5)__________________________________________________________________
___________________________________________________________________
18) Search words
BRING OUT- ENDANGER - DISCOVER – DISCLOSE - DISPLAY- DIVULGE FOR SAKE – LET OUT- UNMASKING – UNWRAP -UNCOVER – REVEAL
U
A
S
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Y
F
P
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19) Some words from the contextual map have affix, prefix and suffix. Do you know
what these words mean? Look at the balloons below and fill in the blanks.
PREFIX
AFFIX
SUFFIX
http://www.allfreelogo.com/images/vector-thumb/cartoon-school-teacherprev12622909990Alo73.jpg Acessado em 25/07/2011
1) ____________ a letter or group of letters added to the beginning or end of a word
to change its meaning.
2) ____________ a letter or group of letters added to the beginning of a word to
change its meaning.
3) ____________ a letter or group of letters added to the end of a word to make
another word.
HAPPY
UNHAPPY
http://dclips.fundraw.com/400dir/azieser_S
miley_-_Yellow.gif acessado 27/07/2011
http://www.gettyicons.com/freeicons/112/
must- have/png/256/negative_256.png
acessado 27/07/2011
Here are some affix, prefix and suffix important for you to know.
Suffix: Less - ful – ness- ing- er
Prefix: Un – dis - en – des –re - for
Affix you can use both, the prefix and the suffix together.
Examples:
She was unable to take the pressure and was forced to quit the course.
The dog looked dangerous, but in fact it was quite harmless.
Many people regard photographers as having an attractive job.
He was seriously injured in the crash.
20) Look at the contextual map and complete the chart:
Prefix
Affix
Suffix
Meaning
Project work
1) Watch the film Erin Broncovitch. Which kind of exposé is showed?
2) What can you do to avoid that?
3) In pairs, surf on the net and look for different kinds of exposé.
Visit:
Greenpeace www.greepeace.org.com
BBC www.bbc.co.uk
WWF www.wwf.org CNN www.cnn.com and choose a topic.
4) Attention to the elements you have to keep in mind:
a) Analyze the context
b) Write some phrases related to the topic.
c) Prepare a slogan about your case. Don’t forget to include photos.
5) Share in the classroom and post on the school blog.
ATTACHED 1
Source:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=IA_TG&ref_pge=map&tfp
_map=USA
Sourceshttp://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=AUS_SMH&ref_
pge=map&tfp_map=Oceania
Source:http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=NEWZ_DP&ref_
pge=map&tfp_map=Oceania
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=KS_WE&ref_pge=map&tf
p_map=NorthAmerica
:
Source:http://www.ne
wseum.org/todaysfrontpages/pop_up.asp?fpVname=TX_TE&ref_pge=map&tfp_map=USA
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=TN_JS&ref_pge=map&tfp
_map=USA
http://www.newseum.org/todaysfrontpages/pop_up.asp?ref_pge=p_page
http://www.newseum.org/todaysfrontpages/pop_up.asp?ref_pge=p_page
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=CA_VTD
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=KS_WE&ref_pge=map&tfp_map
=USA
Source:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=OH_MT
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=MA_TE&ref_pge=map&tf
p_map=USA
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=CO_FCC&ref_pge=map&t
fp_map=USA
REFERÊNCIAS:
BRONCKART,
J.
P.
Atividade
de
linguagem,
textos
e
discursos:
por
um
sociointeracionismo discursivo. Trad. Anna Raquel Machado e Péricles Cunha. São Paulo:
EDUC, 1999/2003/2009.
GOVERNO DO ESTADO DO PARANÁ. Diretrizes curriculares de língua
estrangeira moderna para a educação básica, Curitiba: SEED, 2007.
SCHNEUWLY, B.; DOLZ, J. Os gêneros orais e escritos na escola. São Paulo: Mercado
das Letras, 2004.
SITES:
Disponível http://www.newseum.org/todaysfrontpages/flash/
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=IA_TG&ref_pge=
map&tfp_map=USA acessado em12/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=AUS_SMH&ref_p
ge=map&tfp_map=Oceania acessado em 12/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpvname=NEWZ_DP&ref_pg
e=map&tfp_map=Oceania acessado em12/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=KS_WE&ref_pge=
map&tfp_map=NorthAmerica acessado em14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=TX_TE&ref_pge=
map&tfp_map=USA acessado em 17/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=CA_SBDS&ref_pg
e=map&tfp_map=USA acessado em 14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=NEWZ_NZH&ref_
pge=map&tfp_map=Oceania acessado em 14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=KS_WE&ref_pge=
map&tfp_map=USA acessado em 14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=TN_JS&ref_pge=
map&tfp_map=USA acessado em 14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=CA_VTD&ref_pge
=map&tfp_map=USA acessado em 14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=MA_TE&ref_pge=
map&tfp_map=USA acessado em14/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=CO_FCC&ref_pge
=map&tfp_map=USA acessado em 17/07/2011
Disponível:
http://www.newseum.org/todaysfrontpages/pop_up.asp?fpVname=OH_MT&ref_pge=
map&tfp_map=USA acessado em14/07/2011
Disponível: http://www.youtube.com/ acessado 20/07/2011
VÍDEOS
Disponível: http://www.youtube.com/watch?v=n94-TVhC4Kc acessado 20/072011
Disponível http://www.youtube.com/watch?v=VIJ0kowbJvs acessado 20/072011
Disponível http://www.youtube.com/watch?v=o_BF8l-tT0g&feature=related acessado
20/072011
FILME:
ERIN Brockovich. Uma mulher de talento. Produzido por Danny DeVito, Michael
Shamberg Stacey Sher. Produtores exclusivos John Hardy, Carla Santos Shamberg.
Escrito por Susannah Grant. Dirigido Steven Soderbergh. Julia Robert, Albert
Finney, Aaron Eckhart, Marg Helgenberger .USA , 2000 Jersey Films: Columbia
Pictures e Universal Studio. 145min, DVD, NTSC, Dolby Digital, color.