secretaria de estado de educação

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SECRETARIA DE ESTADO DE EDUCAÇÃO
Programa de Desenvolvimento Educacional (PDE)
Turma-2007
ATRIBUIÇÃO: Produção de Material Didático.
ESPECIFICAÇÃO: “FOLHAS”.
ORIENTAÇÃO: Professor Wilson Taveira de Los Santos.
IES: UTFPR
PERÍODO: Fevereiro de 2008.
AUTOR: Silvia Denise Pena
NRE: Área Metropolitana Norte
ESCOLA: Colégio Estadual Tenente Sprenger
MUNICÍPIO: Pinhais
DISCIPLINA: Inglês
DISCIPLINA DE RELAÇÃO INTERDISCIPLINAR 1: - História
DISCIPLINA DE RELAÇÃO INTERDISCIPLINAR 2: - Geografia
“READING THE UNWRITTEN”
“Silêncios”
“Há vozes que cantam porque querem contar,
Há vozes que se calam porque querem, mas não conseguem contar.
Há cantos que outras vozes calam...
Urge calar as vozes que calam, para ouvir os silêncios que todas as
vozes que cantam têm para contar...
(Sílvia Denise Pena)
Há mais do que belas melodias e bonitas vozes nas músicas que
ouvimos e cantamos? Há nelas mais para ler, além do texto escrito?
Let’s think...
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- ATIVIDADE 1: (Trabalhar em duplas ou trios): Leia os trechos da música
“Nos Barracos da Cidade” abaixo. A letra foi escrita pelo cantor e compositor
Gilberto Gil, hoje Ministro da Cultura, em 1985. Reflita sobre os
questionamentos a, b e c, faça leitura das imagens e em seguida resolva o
que se pede de 1 a 5:
(Foto: Sílvia D.Pena)
(Foto:Sílvia D. Pena)
“NOS BARRACOS DA CIDADE”
(Composição: Gilberto Gil e Liminha-Interpretação: Paula Toller)
Nos barracos da cidade
Ninguém mais tem ilusão
No poder da autoridade
... ... ...
E o poder da autoridade
Se pode, não faz questão
Se faz questão, não consegue
Enfrentar o tubarão..
(Read the complete text in: http://letras.terra.com.br/gilberto-gil/294247/ )
(Ilustração: João Víctor Navarrete de Almeida)
a) Você consegue imaginar o que pode ter inspirado o referido cantor a
escrever este texto?
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b) Você sabe quais foram, no Brasil, os acontecimentos políticos importantes
da época em que a letra desta música foi escrita (1985), que marcaram os
rumos da nossa história e que interferem até hoje em nossas vidas?
c) O quê ou quem você imagina que poderia ser o citado “tubarão”? Por quê?
Think and answer...
1. Acesse: http://paginas.terra.com.br/arte/mundoantigo/ditadura/, leia o
texto ali apresentado, reflita sobre o que já leu até agora, converse com seu
par e depois escreva um breve parágrafo respondendo aos questionamentos
acima:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2) Qual é o lamento expressado por Gil em seu texto? Quem e/ou o quê, em
sua opinião, pode ter suscitado o pesar sentido pelo autor?
______________________________________________________________________
3) Você consegue perceber, na letra da música, alguma crítica feita pelo
autor? Se consegue, qual é esta crítica? A quem ele a direciona?
______________________________________________________________________
______________________________________________________________________
4) Observe a realidade das comunidades próximas à sua moradia e escreva
abaixo alguns aspectos que poderiam ser motivadores de pesar, e
inspiradores de alguma canção como a de Gil:
5) Você concorda com o posicionamento adotado pelo autor no que se refere
às autoridades? Por quê? Dê um exemplo real para ilustrar sua posição:
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Let’s try to hear the sounds of silence again ...
- ACTIVITY 2 (work in pairs): Read the pieces of the lyrics below:
“STILL THE STORMS”
(Composição e interpretação: Ziggy Marley)
With the world so loud, who’s gonna
hear when I cry
... ... ...
society built on slavery, for me it
was not so long ago
... ... ...
Still the storms come from the coast
of West Africa
Anger and rage, thunder and
lightning, spirits unrest
Hey they looking for justice
...
...
...
Eternity is not enough for me to
forget
...
... ...
but vengeance is no glory, hate is
no pay, truth is my
call and peace is my way...
(You can read the complete text: http://vaga
lume.uol.com.br/ziggy-marley/still-the-storms.html)
Pinhais).
(Ilustração:Jean
Soares)
(Jean Soares é aluno do Ensino Médio do Col. Est. T. Sprenger em
“SLAVE DRIVER”
(Composição e interpretação: Bob Marley)
Ev’ry time I hear the crack of the whip
My blood runs cold
I remember on the slave ship
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How they brutalised our very souls
Today they say that we are free
Only to be chained in poverty
( Read it in full: http://vagalume.uol.com.br/bob-marley/slave-driver.html )
Have you ever heard about these singers? Read the following
text to Know about Bob. If you want, you can Know a lot about
father and son, reading in: http://pt.wikipedia.org/wiki/Ziggy_Marley and
http://pt.wikipedia.org/wiki/Bob_Marley .
Bob Marley”
Bob Marley, the most widely known performer of reggae music was
Jamaican. He was born in Saint Ann Parish, Jamaica, in 1945 and died in 1981
in the United States.
Besides his occupation of singer, he also worked as a song writer and
guitarist.
His father was a white Jamaican of English descent. Bob rarely saw him
because he was a marine officer who spent the life on trips. Bob’s mother is a
black Jamaican.
After his father died, Bob and his mother moved into a slum, where he
was forced to learn self-defence as he became a target of bullying because of
his racial makeup and small stature (1.63 cm tall).
Probably because of his difficult life and condition of black descent,
most of his work dealt with the problems of the poor and pressed people.
(Text written by Sílvia Denise Pena, based on informations from Wikipedia)
- ACTIVITY 3 (Alone/ in English): Research- Read more about “bullying” and
write in your copybook a list of words related to it. After, tell your class what
you
think
about
it.
Ask
questions
http://www.bullying.com.br/BConceituacao21.htm.
about
it.
Read
in
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- ACTIVITY 4 (Pairs): Observe and compare these two parts of the text about
Bob:
1.”His father was a white Jamaican...
2.”Bob’s mother is a black Jamaican.
- WAS in the first sentence and IS in the second... Why? Explain with your
words:_________________________________________________________________
- ACTIVITY 5 (Work in pairs): Look at the two lists of verbs in the past and
try to think about the following questions: Why are they separated? Are the
verbs different? What do the verbs in the first list have in common?
•
Died
•
Saw
•
Worked
•
Spent
•
Forced
•
Became
•
Moved
•
Dealt
•
Known
•
Was
•
Were
- ACTIVITY 6 (Pairs): Look at a list of irregular verbs in your dictionary or in a
book at the library of your school. Try to find the verbs from exercise 5 in that
list.
- ACTIVITY 7 (Work in pairs): Answer: Did you find all the verbs? Try to
explain why and after write the present form of each one:
______________________________________________________________________________
______________________________________________________________
Now, about Jamaica...
“The Beautiful Island”
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Jamaica is a beautiful Caribbean island near Cuba, between South and
North Americas.
When Christopher Columbus arrived there, the island was inhabited by
the Arawak native people who were almost exterminated by diseases,
slavery and war, brought by the white European people.
By this time, when most of Arawak people were dead, the Spanish
people who were established in Jamaica needed people to work on
plantations of sugarcane, so Africans were captured, kidnapped and forced
into slavery in agriculture.
Spain brought the first African slaves to Jamaica in 1517.
From 1555 to 1655 Spanish Jamaica was subject of pirate attacks, and
the last one left the island in the hands of the English. That’s why today
English is the official language there.
(Text written by Sílvia Denise Pena, based on informations from Wikipedia)
- ACTIVITY 8 (In groups and individual): Talk to your friends about the text
and about numbers 1 and 2 below. After, answer them individually, in
English:
1. Does the History of Jamaica have anything in common with the History of
any other country you know? Which country is that?
______________________________________________________________________
2. Choose, from the text, sentences or some words that can relate the
History of Jamaica to the...
a) Native Brazilian indians:_________________________________________________
b) African slaves in Brazil:_________________________________________________
Thinking and writing...
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- ACTIVITY 9 (Alone): Go back to “Slave Driver”, “Nos Barracos da Cidade”
and “Still the Storms”. Think about the things Bob, Ziggy and Gil said, and
then do the exercises below:
1. In your copybook, in English: Write a paragraph, with your own ideas, to
answer
the
question...
Do you think slavery was really banished in the years 1800? Why do you
think this?
HELP: Slum, slave, slavery, free, freedom, rich, poor, because, society,
happy, sad, today, long ago, black people, white people, work, chain,
chained
2. Choose a sentence, only one, from any of the lyrics you read, that best
expresses
the
feelings
you
had
from
reading
them:
______________________________________
3. Could you find messages that weren’t written? Could you hear the sounds
of silence? Would you please mention one?
______________________________________________________________________
Bob also said in “Catch a Fire”...
Today they say that we are free
Only to be chained in poverty..
4. What’s the meaning of this sentence for you? Do you agree with Bob?
Why?
______________________________________________________________________
Do you think people are really free to express their ideas all
over the world?
Let’s travel from Jamaica to Ireland...? Do you know where it is?
Does the followig picture suggest any interesting idea?
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(Ilustração: João víctor Navarrete de Almeida)
- ACTIVITY 10 (Alone): Read the following sentences from “Sunday, Bloody
Sunday”. It was written by U2 to criticize a massacre that happened in
Ireland to many young people. Read the text about, and the map of it in:
http://pt.wikipedia.org/wiki/Domingo_Sangrento.
After
reading,
do
the
exercises below:
“Sunday, bloody Sunday”
(Composition and interpretation: U2)
I can’t believe the news today
I can’t close my eyes and make it go away
... ... ...
Broken bottles under children’s feet
Bodies strewn across the dead- end street
But I won’t heed the battle call
... ... ...
And the battle’s just begun
There’s many lost, but tell me who has won?
The trenches dug within our hearts
And mothers, children, brothers, sisters torn apart
(Read the complete text: http://vagalume.uol.com.br/u2/sunday-bloody-sunday.html
)
1. As you could see, people suffer all around the world. Think about this
sentence:”...but tell me who has won ?” In your opinion can one triumph
in a war?
______________________________________________________________________
2. Choose, from the text, a sentence that shocked you. That hurt you:
______________________________________________________________________
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3. Observe these words from the text: “children” and “feet”. They’re in the
plural. It’s an irregular plural. There are many words with irregular plural in
English. Take a dictionary and look for the plural form of:
1. child - children
2. foot - feet
3. man - __________
4. woman - _________
5. ox - _________
4. Read this sentence again:” But I won’t heed the battle call”. This
sentence is in the negative form of the future (won’t). The affirmative form
for the future is “will”. Make two sentences, one with “will” and another with
“won’t”:
1. ___________________________________________________________
2. ___________________________________________________________
From every part of the world we can hear artists informing
about people’s misfortunes and trying to fill our hearts with hope.
Do you remember “We are the world”? That song was written
by Michael Jackson and Lionel Richie to collect money to save
children that were starving, dying in Africa...
“ We Are the World” (USA For Africa)
(Composition:Michael Jackson and Lionel Richie- Interpretation: M. Jackson and
friends)
...There are people dying
Oh, and it’s time to lend a hand to life
The greatest gift of all.
(Read the complete lyric in: http://letras.terra.com.br/michael-jackson/8746
- ACTIVITY 11 (In pairs): Talk to your friend and try to find ways to “lend a
hand to life”. Write sentences saying what you can do:
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Help: Give love – listen to – pray – be friend – help – teach – respect the
different – study – talk...
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
As we could realize from hearing the written and the unwritten
messages, voices and silences... singers all around the world are
saying that people need help. Do you remember Gilberto Gil “Os
lucros são muito grandes e ninguém quer abrir mão”? ... That’s why
“There are people dying...” as Michael Jackson told us.
- ACTIVITY 12 (Groups): Would you be able to IMAGINE a solution for all
these problems? Would you be able to say it in a single word?
1. Talk to your friends and choose together a word to summarize your
ideas:_________
Now let’s read a piece of what John Lennon imagined as an ideal
world...
“ Imagine “
(Composition and interpretation: John Lennon)
Imagine all the people
Living life in peace
You may say
I’m a dreamer
But I’m not the only one
I hope some day you’ll join us
And the world will be as one
- ACTIVITY 13 (Groups): Do you know where did Lennon’s inspiration, to
write “Imagine”, come from? Do you know what was happening in the world
when he wrote that song? Let’s read something about it and try to
understand the unwritten words of this lyrics? Go to:
http://pt.wikipedia.org/wiki/John_Lennon. After your research write in your
copybook the “unwrittens” you could read in “imagine”. Try in English...
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- ACTIVITY 14 (Alone and in groups): Now it’s your time...time to make
some difference! Make groups and produce a “not silent image text”, based
on Lennon’s lyrics. You can draw, paint,write, make a collage... or anything
you want, to represent your contribution for the peace in the world. You can
put on an exhibition in your school. Before making the groups make a sketch
of your previous ideas about it. After this, talk to your friends, compare all
the ideas and decide together how to mix them in an only one poster.
- ACTIVITY 15 (Alone): Read the fragment of the lyrics bellow...
“Heal the World”
(Composition and interpretation: Michael Jackson)
Heal the world
Make it a better place
For you and for me
And the entire human race
There are people dying
If you care enough for the living
Make a better place
For you and for me
(If you want to read all the text go to: http://letras.terra.com.br/michaeljackson/64241/ )
Friends always heal wounds...
(*Imagens1e2: Alunos do Col. Est. Tenente Sprenger-Pinhais, Pr.)
After this enjoyable time together, put a BIG smile in your face, like the
students above. Believe in the future, live in peace...just imagine, and the
world WILL be as one!
*Imagem 1 (da esq. para a dir.)Patrícia Gingueleski e Carlos H. F. Teodoro.
**Imagem2(da esq. para a dir)Patrícia Gingueleski,Samuel Lima,Kaoane
Pereira,Adriele Santos
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**Imagem2(da esq. para a dir)Patrícia Gingueleski,Samuel Lima,Kaoane
Pereira,Adriele Santos.
REFERÊNCIAS (Utilizadas na fundamentação teórica / Plano de Trabalho,
que sustenta a concepção de língua assumida neste FOLHAS):
ALVES, Julia F. A Invasão Cultural Norte-Americana, 28 ed., São Paulo: Ed.
Moderna, 1988, p.21.
BAKHTIN, Mikhail. Estética da Criação Verbal. 4 ed., São Paulo: Ed. Martins
Fontes, 2003, p. 289.
______. Marxismo e Filosofia da Linguagem. 7 ed., São Paulo: Ed. Hucitec,
2005, p. 108)
BUSNARDO & BRAGA, in: Diretrizes Curriculares do Estado do Paraná,
Curitiba: Ed. Memvavmem, 2006, p. 41.
FONTES, Martins. ; VIGOTSKI, L.S.. A Construção do Pensamento e da
Linguagem. 1 ed. , São Paulo: Ed. Martins Fontes, 2001, p. 398.
FREIRE Paulo. Pedagogia da Autonomia. 31 ed. São Paulo: Ed. Paz e Terra,
1996, p. 37.
GADOTTI, Moacir. História Das Idéias Pedagógicas, 3 ed., São Paulo: Ed. Ática,
1995, p. 188.
LEFFA, J. A Interação na Aprendizagem das Línguas. 1 ed., Pelotas: Ed.
Educat, 2006, p. 01.
REFERÊNCIAS (Utilizadas para a elaboração do material voltado ao alunoFOLHAS)
http://letras.terra.com.br/gilberto-gil/294247/ )
http://paginas.terra.com.br/arte/mundoantigo/ditadura/
vagalume.uol.com.br/ziggy-marley/still-the-storms.html)
http://vagalume.uol.com.br/bob-marley/slave-driver.html
http://pt.wikipedia.org/wiki/Ziggy_Marley
http.wikipedia.org/wiki/Bob_Marley.
http://vagalume.uol.com.br/u2/sunday-bloody-sunday.html
http://pt.wikipedia.org/wiki/Domingo_Sangrento
http://letras.terra.com.br/michael-jackson/87460/
http://letras.terra.com.br/john-lennon/90/
http://pt.wikipedia.org/wiki/John_Lennon
http://letras.terra.com.br/michael-jackson/64241/
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http://www.bullying.com.br/BConceituacao21.htm.