Portuguese-TIII-Cassia_De Abreu

Transcription

California Foreign Language Project
SAILN Level III
ACTFL Reading Proficiency Unit
Brazilian Portuguese
O Dia Nacional do Futebol
By Cássia De Abreu, MA Ed.
April 23, 2016.
Notes for the teacher
Goals: Students who successfully complete this thematic unit will learn about
the history of soccer in Brazil as well as its products, practices, and
perspectives.
Objectives:
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Students will be able to discuss the history of soccer in Brazil;
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Students will be able to identify and describe items used in soccer;
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Students will be able to identify and recognize the soccer field elements,
general format and players’ positions
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Students will be able to learn about Brazilian championships, famous soccer
celebrities, information about major soccer associations in Brazil, and about
the national soccer day holiday.
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Students will be able to develop their Portuguese language skills by
performing a series of interpretive, interpersonal and presentational tasks
through the five components of this reading unit.
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Level: Intermediate high (intensive, college/ university-level course)
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Time Frame: 3-4 hours over a period of two weeks. Class meets for 4.5
hour/week, two days a week.
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Rubrics: Instructor can develop rubrics to grade the linguistic task 3 (dialogue
writing), as well as post-reading task 2 (Paragraph writing)
ACTFL Standards: The 5 Cs
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The overarching C:
COMMUNICATION
“Communicate effectively in more than one language in
order to function in a variety of situations and for multiple
purposes”. (ACTFL World Readiness Standards for Learning
Languages)
The Three Modes of Communication are:
INTERPRETIVE
INTERPERSONAL
PRESENTATIONAL
This project aims to provide multiple opportunities for
students to experience the three modes through a variety
of tasks and activities.
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COMPARISONS
“Develop insight into the nature of language and culture in order
to interact with cultural competence”. (ACTFL World Readiness
Standards for Learning Languages)
LANGUAGE COMPARISONS: Comparing similarities and differences
between L1, L2 and L3, for instance. An example of an activity
that promotes language comparison is finding cognates and false
cognates across languages.
CULTURAL COMPARISONS: Comparing cultural facts that can be
learned through language learning. An example of an activity
that promotes this awareness is comparing the Brazilian’s
passion for soccer with American’s passion for American
Football.
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CULTURES
“Interact with cultural competence and understanding”.
RELATING CULTURAL PRACTICES AND PERSPECTIVES: “Using
language to investigate, explain and reflect on the relationship
between practices and perspectives of a culture”.
RELATING CULTURAL PRODUCTS AND PERSPECTIVES: “Learners use
the language to investigate, explain, and reflect on the
relationship between the products and perspectives
of the cultures studied”.
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COMMUNITIES
“Communicate and interact with cultural competence
in order to participate in multilingual communities at
home and around the world”.
SCHOOL AND GLOBAL COMMUNITIES: Using the L2 beyond the
classroom walls in order to interact and communicate with other
speakers for real life communicative purposes. An example of an
activity that fosters this type of learning experience could be
anyone of those in which students are asked to conduct research
online or with other speakers of the target language.
LIFELONG LEARNING: Setting goals to continue learning the target
language as they interact with other speakers of the L2. An
example of an activity that fosters this type of learning experience
could be one in which the instructor introduces the learners to
representatives of an L2 local community. For example, in a
conversation club (Bate-Papo), Portuguese Buddies or Teletandem.
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CONNECTIONS
“Connect with other disciplines and acquire information and diverse
perspectives in order to use the language to function in academic
and career- related situations”.
MAKING CONNECTIONS: Making connections across disciplines and
solving problems in the L2 by use of this newly acquired knowledge.
An example of an activity that fosters this type of learning
experience in this reading unit could be related to mathematics, in
regards to the soccer field measurements. In the target culture, the
measurements are done in meters and centimeters instead of inches
and feet.
ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES: Accessing and
evaluating information and perspectives through the lenses of
language and culture. An example of an activity that fosters this type
of learning experience in this reading unit is the discussion regarding
the lack of visibility in women’s soccer in Brazil. Students can
compare the visibility American soccer players who are women have
in contrast with the Brazilian reality.
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ACTFL Reading Proficiency Guidelines
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I. Before Reading (Intro)
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Activity 1: O que tem na bolsa?
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Activity 2: Responda!
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Activity 3: Um campo de de futebol
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Activity 4: Conecte as colunas
Details about this unit component:
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Standards: comparisons, cultures, connections.
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Modes: Interpretive, interpersonal, and presentational
(optional).
Pre-Reading Activity 1:
O que tem na bolsa?
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The instructor will bring a bag containing several items related to this
unit’s theme. Students (Sts.) are instructed to come to the front and
grab one item from the bag without removing it. They can touch,
squeeze and hold it in the bag for 20 seconds. They will answer to the
cues on the worksheet to the best of their ability. The goal is to
describe the object in as much detail as possible.
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This activity could be turned into a game. Divide the class into smaller
groups as they compete to see who gets the largest number of correct
answers. One participant from each group comes to the front and
touches the object. The rest of the group asks the cue questions. They
have to guess what the object is based on their partner’s responses
that can only be sim (yes), não (no) or talvez (maybe).
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Responda!
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This activity aims to assess students’ prior knowledge on the topic of
the reading unit: Brazilian soccer. The three questions are based on
common facts about soccer in Brazil.
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Students will read the questions individually and will be given a
certain number of minutes to answer them based on what they
already know about the topic (What I know – Modified WKL chart)
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After that, students are paired up with partners to compare their
answers, and complete their responses as not all of them may know
examples for all of the questions.
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At the end, the instructor will call on volunteers to answer the
questions and provide any additional information as he/she sees fit.
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Um campo de futebol
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Students will receive the worksheet containing the picture of a
soccer field with arrows and blank spaces to be filled in with the
names of soccer player positions on the field as well as its
configuration and areas.
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In this activity, students will work in pairs or even in groups of three.
A word bank is provided so students can try to associate names with
particular locations in the field and field positions. One curious fact
is that these vocabulary words are very different from its
counterparts in English and Spanish, so this task should be a bit more
challenging to complete.
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The instructor may choose to allow a few minutes for sts. to try and
complete it as a group and then allow them to look for the answers
online. Finally, the instructor will go over the answers with students.
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Conecte as colunas
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This activity is designed to introduce sts. to specific vocabulary items
they will encounter in the reading passage.
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The instructor will start by asking sts. to predict what the words and
acronyms may mean by asking sts. to cover the column on the right
side of the worksheet and focusing on the 10 vocabulary items on the
left column.
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After approximately 3 minutes, the instructor will tell students to start
reading the explanations and definitions on the right. Students will
read and match the columns individually, initially, and then, they will
compare their answers with a partner.
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Finally, the instructor will call on sts. to volunteer their answers. The
instructor will provide additional feedback and information as he/she
sees fit.
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The Reading: O Dia Nacional do
Futebol
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Synopsis: This is an informative text regarding the origins of
Brazilian soccer. It provides factual and historic information about
the sport and its importance for Brazilians, nationwide.
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How to introduce it to the class:
By eliciting feedback from the whole class: The instructor may choose
to simply ask the class, “So, now that we completed this matching
activity about these vocabulary terms, what do you guys think our
reading passage will be about?” When the correct answer is
produced, students will be instructed to move into the reading
passage.
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II. Global Activities (Through)
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Activity 1: Escolha o título apropriado
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Activity 2: Palavras Cognatas
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Activity 3: Ilustrando e Etiquetando
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Standards: connections and comparisons.
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Modes: Interpretive, interpersonal, presentational.
Global Activity 1:
Escolha o título apropriado
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The instructor will go over the ten possible headlines for each
paragraph. He/she will check sts. comprehension so that they can
actually match the headline with each corresponding paragraph.
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After that, students are instructed to revert to the reading passage,
read each paragraph again and fill in the blank with the headline
they believe best fits the content.
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In case there is a time crunch, the instructor may choose to assign
specific paragraphs to individual students so that the time to
complete the task can be shortened. (modified jigsaw reading).
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Finally, the instructor may choose to call for volunteers to read the
headlines for each one of the paragraphs.
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Optional: The instructor may ask the students who volunteer to
answer the question to read the entire paragraph as well.
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Global Activity 2:
Palavras cognatas
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The instructor will pair up students for this activity as it can
become a bit tedious if asked to be completed individually. Sts. Will
have to go back to the text and look for words that resemble words
in their L1 or L2 (Usually English and Spanish). Then, they will have
to write them down on the worksheet in Portuguese and next to it,
its counterpart in the L1 or L2. Students will be asked to produce
the actual contextualized equivalent in their L1. The instructor will
ask sts. to look at the example provided in the worksheet, so they
can properly complete this task with their partner(s).
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Finally, students will share at least one of their cognates and
equivalent meanings with the whole class. They will be asked to
think critically about vocabulary in Portuguese in comparison with
Spanish or English (at times French and/or Italian). What are the
similarities? Are they frequent? How can you benefit from it?
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Global Activity 3:
Ilustrando e Etiquetando
(technology component)
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The instructor will ask students to choose a three paragraphs from the
reading they thought were more interesting to them. Then, they will be
instructed to go online and look for an image that would effectively
illustrate their paragraphs. In addition, sts. will have to validate their
choice of image by creating three tags (etiquetas) per image in order to
justify their choices.
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Sts. will have to create Power Point slides containing their three images
and the three tags (3 each) they created for each one. They will also
have to write a short open-ended answer explaining their choices.
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Finally, the instructor may choose to divide the class up and create
stations in the classroom (if the slides can be printed). One half of the
class will walk around visiting the stations where sts. will be showing
their slides and explaining their choices to their own classmates as well
as the instructor. After that, the observers will become the presenters
and vice-versa. This format allows for additional oral practice and it
involves the whole entire class. It adds movement, which benefits the
kinesthetic learners as well.
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III. Detail Activities (Through)
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Activity 1: Os primeiros nove clubes
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Activity 2: Falando de craques
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Activity 3: Falando de futebol: Um diálogo
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Standards: cultures, connections, comparisons, communities.
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Modes: interpretive, interpersonal, presentational.
Detail Activity 1:
Os primeiros nove clubes
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Students will receive the worksheet containing the map of Brazil, its
states and corresponding capitals. The instructor may choose to ask
general prior knowledge activation questions such as, “How many
regions are there in Brazil?”, point out to the map and ask students to
identify them as Northern (Norte), Southern (Sul), East-Central
(Centro-Oeste), Southeast (Sudeste) and Northeast (Nordeste).
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After that, redirect sts. to the reading passage and elicit information
about the first soccer clubs in Brazil. There are 9 of them. Once
students locate the passage in the text with the soccer clubs, they
have to pinpoint in the map and approximate location. The instructor
may choose to ask sts.to complete this task individually at first and
then check with a partner. After that, the instructor may call on
particular students to contribute their answers or ask for volunteers.
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An extension could be asking the student answering the question the
name of the region the club in question is located.
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Detail Activity 2:
Falando dos craques (technology)
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The instructor will provide the worksheet with the chart to be filled out.
The first thing to check is sts. comprehension of the expression “craque” in
Portuguese. Once that is clear, students may resort to a previous worksheet
in this unit (pre-reading activity 2) to list the names of some famous
Brazilian soccer players.
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After sts. Select three soccer players, they are instructed to go online and
search information about these players on sites in Portuguese. It is very
important to monitor their search to make sure they are navigating sites in
the target language. One way to guarantee this is by taking students to a
language lab (if available) and providing specific links for students to
conduct their search. (modified Webquest format).
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Sts. will have to fill in the blanks and then share information with more
than one partner. They will walk around the room for 5-10 minutes learning
about other students’ research results. They will have to take notes of 1 or
2 facts shared by another classmate to share with the class. I call this
activity “Eu descobri que…” (I learned that...)
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Detail Information 3:
Falando de Futebol: Um diálogo
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In this open-ended activity, sts. will have to work with a partner to compose
a dialogue using their newly acquired knowledge about soccer in Brazil.
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The instructor will match the pairs/ ask sts. to find a partner to write the
dialogue with. The instructor will, then, go over the prompt in the
worksheet.
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The instructor will ask clarification questions, such as, “How many
interactions between the two speakers are you supposed to create?”, and
“What is the context of this conversation?” (a soccer coach talking to a
student learning about soccer in Brazil).
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The instructor reminds sts. to use specific facts from the reading passage
when writing their dialogue.
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Finally, the pairs will come to the front of the classroom to read their
dialogues to the entire class.
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As an extension, if this assignment will be used as a writing assessment, a
rubric can be created by the instructor in order to ensure that all criteria is
specified in the dialogue.
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IV. Linguistic Activities (Through)
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Activity 1: Foco Gramatical: O Pretérito Perfeito e o Imperfeito
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Activity 2: Memórias da Infância: Você jogava futebol?
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Activity 3: Verdadeiro ou Falso?
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Standards: Connections, comparisons, cultures.
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Modes: Interpretive, interpersonal, presentational
Linguistic Activity 1 & 2: Foco Gramatical:
O Pretérito Perfeito e o Imperfeito
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The instructor will provide the worksheet containing the chart to be filled out with the
missing forms of the verbs. All verbs have appeared in the reading passage, either in
the Perfect or Imperfect Preterit. The instructor will explain to the sts. that they need
to fill in the blanks with the missing forms.
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After that, the instructor will instruct sts. to come to the board and fill in the blanks.
(the instructor will project worksheet on the board via projector or document camera.
In the absence of these two gadgets, the instructor may use a transparency as well.
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Once the whole chart has been completed and checked as a whole group, the
instructor will partner up sts. to complete the second part of this task, which is
writing a dialogue about their childhood memories associated with sports. It may or
may not be soccer.
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The instructor asks for volunteers to read the example provided in the worksheet
aloud and elicits questions from sts.
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Finally, sts. Work on their dialogues and, depending on available time, the instructor
may ask for a few pairs to read their dialogue aloud to the whole class. If sufficient
time is available, all pairs should read their dialogues aloud.
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An extension would be for the pairs to exchange dialogues for editing purposes. The
other pair would comment on the dialogue and suggest improvements, etc. before the
dialogues are read in front of the whole class.
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Linguistic Activity 3:
Verdadeiro ou Falso?
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The instructor will explain this activity as students look at the worksheet
provided. In it, there are five affirmations based on the reading passage.
Sts. will have to go back to the text and verify if the statements are true
or false according to the text. In addition, for the statements that are
false, they will have to write the correct open-ended answer.
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After that, the instructor may ask sts. to either answer the questions by
calling their names, their number of the roll (randomization) or by asking
for volunteers to do so.
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The instructor should also ask the whole class if anyone has a different
open-ended answer they would like to read aloud to check if it is
correct.
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V. Post-Reading Activities (Beyond)
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Activity 1: Entrevistando um craque
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Activity 2: Você é o escritor!
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Activity 3: Conectando os fatos
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Activity 4: Uma partida de futebol (song by Skank)
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Standards: connections, comparisons, cultures.
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Modes: Interpretive, Interpersonal, presentational.
Post-Reading Activity 1:
Entrevistando um craque
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Now that sts. know more about famous Brazilian soccer players, they will be
asked to imagine what they would ask their favorite soccer player.
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The instructor will ask sts. to write five questions to their “craque”. After
that, sts. should predict or guess possible answers to their own questions and
write them down.
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Finally, sts would work in pairs and surf the web looking for real-life
information on these soccer celebrities. Nonetheless, they would not be
seeking information on their own players, but their partners. This will allow
cross checking of answers and they can confirm their answer predictions.
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Finally, they can report to class what they found out about their favorite
soccer players and if whether or not they were able to guess what these
celebrities would most likely answer.
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To the instructor: Highly recommend to provide links to reputable sources
where sts. Could quickly and safely find information about their famous
players. (modified webquest format).
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Você é o escritor!
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The instructor will provide a copy of the worksheet with the prompt to this writing
task. Sts. Will be asked to write a paragraph (7-10 lines) length summary of the reading
passage “ O Dia Nacional do Futebol”.
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The instructor will explain that sts. must add at least 5 important facts mentioned in
the reading passage.
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Sts. may paraphrase excerpts in the reading passage, but cannot copy segments word
for word, as it is considered plagiarism! The instructor may choose to discuss issues of
plagiarism in more depth with his/her students at this point and provide basic
guidelines to avoid plagiarizing while writing the summary.
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The instructor may also choose to design a rubric containing the criteria to be followed
as sts. Write their texts.
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This activity may be started in class, and even go through a round of editing in class,
then, finally assigned as homework. That way, sts. can review and edit again without
rushing. The instructor may even choose to assign a grade to this final product.
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Conectando os fatos
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The instructor will direct sts. attention to the reading passage and the
headlines in each paragraph. Then, he/she will ask sts. to reflect on the
instructions in the worksheet that read, “The text talks about facts,
losses, glories, and deceptions…” Sts. Will be asked to select three of
these headlines that may make them think of similar experiences they
have experienced in their lives.
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The instructor will ask a volunteer to read the example in the worksheet.
After that, sts. will have time to reflect and select the headlines and
connect with their personal experiences.
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Finally, they will share their thoughts in groups of 3 sts. Each group of
three will choose one or two facts that were shared within the group to
tell the whole group.
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This is an Advanced level proficiency activity that may be challenging to
some of the students in the class. Nevertheless, it comes at the end of
the reading unit, and it starts preparing these students to what lies ahead
as their proficiency increases.
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Post Reading Activity 4: Música
É uma partida de futebol (SKANK)
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This activity brings the element of music into the reading unit. The lyrics recycles a lot of
the new vocabulary words scaffolded along this thematic unit and introduces sts. to the
Brazilian soft rock genre.
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This is a fill-in-the-blank activity and the worksheet contains a word bank.
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The instructor will tell the sts to listen to the song once (skimming) and not worry about
the lyrics. Instead they should try to see how much they can understand without looking at
the lyrics. The instructor then, will ask general comprehension questions.
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After that, sts. will listen to the song again and will start filling in the gaps with the words
they hear.
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After the second repetition, sts will compare their partial answers with a partner or two.
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The instructor will play the song a third time, and sts. will try to finish filling in the blanks.
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Finally, the instructor will play the song by sections and elicit answers from sts.
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Once the task is completed, the instructor may ask sts. If they have any questions about
the song, the band or any other aspect of this task.
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An extension would be to create additional activities about the band, SKANK and its
members to learn more about them and their music.
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19 de Julho - Dia Nacional do Futebol
Esporte mais praticado no Brasil, o futebol ganhou um Dia Nacional comemorado em 19 de julho.
a.
Título do parágrafo: ______________________
Em 19 de julho é celebrado, no Brasil, o Dia Nacional do Futebol. A data foi escolhida pela Confederação Brasileira de Desportos (CBD),
atual Confederação Brasileira de Futebol (CBF), em 1976, em homenagem ao time mais antigo do país em atividade, o Sport Club Rio
Grande, do Rio Grande do Sul, fundado no dia 19 de julho de 1900.
b.
Título do parágrafo: _______________________
O futebol, jogado como atualmente, foi criado na Inglaterra em meados do século XIX e veio para o Brasil em 1894. O paulista Charles W.
Miller (1874-1953), considerado o “pai do futebol brasileiro”, voltando de uma temporada de estudos na Inglaterra, trouxe para o país um
par de bolas e o livro com as regras do jogo. Um ano depois, era realizada a primeira partida de futebol que se tem registro no Brasil: Cia.
Ferroviária São Paulo Railway contra Funcionários da Companhia de Gás. As equipes eram formadas por ingleses radicados em São Paulo.
c.
Título do parágrafo: ______________________
Até a década de 1920 o futebol era um esporte de elite no Brasil. Integrantes negros eram raros e sofriam preconceito. Aos poucos essa
situação foi mudando. O esporte popularizou-se e passou a fazer parte também de bairros pobres de grandes cidades, como São Paulo, Rio
de Janeiro, Belo Horizonte e Porto Alegre.
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O Dia Nacional do Futebol (continuation)
d.
Com a profissionalização do futebol, foram criados alguns clubes que hoje consideramos os “grandes do futebol brasileiro”, como
Fluminense (1902), Corinthians (1910), Grêmio (1903), Internacional (1909), Atlético Mineiro (1908), Palestra Itália (1914) - atual
Palmeiras, entre outros. E alguns clubes de remo, esporte popular na época, criaram departamentos de futebol, como é o caso do
Botafogo (1904), Flamengo (1911) e Vasco da Gama (1915).
e.
Título do parágrafo: ________________________
Para coordenar a expansão do futebol, as ligas que estavam sendo criadas e uma seleção nacional para competir em Mundiais de
Futebol e Olimpíadas, em 1916, foi criada a Confederação Brasileira de Desportos (CBD). No mesmo ano surgiu também a Confederação
Sul-americana de Futebol (Conmebol).
f.
Atualmente, o Brasil é o país com mais títulos mundiais de futebol. São cinco títulos: 1958, 1962, 1970, 1994 e 2002. Nosso país também
tem o maior jogador de todos os tempos, Edson Arantes do Nascimento, o Pelé. Além do “Rei do Futebol”, outros nomes importantes
para o futebol nacional e mundial são Garrincha, Leônidas da Silva, Nilton Santos, Didi, Carlos Alberto Torres, Ademir da Guia,
Jairzinho, Zico, Rivelino, Gérson, Tostão, Sócrates, Falcão, Careca, Romário, Ronaldo e Ronaldinho, para citar alguns.
g.
Título do parágrafo: _________________________
Os clubes brasileiros também já fizeram história no mundo. Na década de 1960, o Santos de Pelé, Pepe e Coutinho encantou o planeta
e conquistou dois títulos intercontinentais, em 1962 e 1963. Outros times brasileiros que conquistaram o mundo foram Flamengo,
Grêmio, Internacional, Corinthians e São Paulo, esse último por três vezes.
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O Dia Nacional do Futebol (final part)
h.
Mas não é só de glórias que vive o nosso futebol. Alguns momentos tristes marcam a história do esporte no país, como as derrotas nas Copas do Mundo
de 1950 e 2014. No primeiro Mundial disputado no Brasil, em 1950, nossa seleção perdeu na final para o Uruguai em pleno Maracanã lotado. Sessenta e
quatro anos depois, a seleção brasileira teve novamente a chance de ser campeã em casa, mas sofreu sua maior derrota da história: perdeu de 7x1
para a Alemanha na semifinal, em Belo Horizonte.
i.
As maiores competições nacionais de futebol são o Campeonato Brasileiro, também conhecido como Brasileirão, e a Copa do Brasil. O primeiro teve
sua origem em 1971, mas em 2010 a CBF reconheceu a Taça Brasil e o Torneio Roberto Gomes Pedrosa, disputados nas décadas de 50 e 60, como
campeonatos nacionais. A primeira Copa do Brasil aconteceu em 1989.
No começo de cada ano são disputados os campeonatos estaduais. Antigamente, essas competições atraíam um grande número de torcedores e os
títulos eram almejados pelos clubes. No entanto, o prestígio dessa competição caiu em alguns estados, servindo hoje como uma pré-temporada para
grandes clubes se prepararem para os campeonatos nacionais e internacionais.
j.
Título do parágrafo: ____________________________
Engana-se quem pensa que futebol é só para os homens. As mulheres também se apaixonaram pelo esporte e hoje existem diversas competições pelo
mundo exclusivas para elas. No Brasil, os campeonatos femininos não se firmaram ainda, mas, em 2007, a seleção brasileira de futebol feminino
conquistou o vice-campeonato mundial.
Por Adriano Lesme
Jornalista
Fonte: Brasil Escola - http://brasilescola.uol.com.br/datas-comemorativas/dia-nacional-do-futebol.htm. Acessado no dia 20 de abril de 2016.
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Antes da Leitura:
I.
Atividades Pré-Leitura:
1.
Antes da Leitura: O que tem na bolsa?
A professora vai lhe mostrar uma bolsa contendo vários objetos. Você não pode
olhar dentro da mesma. Siga as instruções da professora, toque o objeto e tente
descobrir o que é.
a.
Material: É (feito) de _______________________________________________
Exemplo: plástico, pedra, metal, borracha, papel, algodão, penas, couro, etc.
b.
Tamanho: É_______________________________________________________
Exemplo: minúsculo, pequeno, médio, grande, super grande, enorme, etc.
c.
Formato: É ________________________________________________________
Exemplo: quadrado, redondo, triangular, retangular, macio, duro, áspero, liso,
fofo, longo, curto, fino, grosso, elástico (espicha), etc.
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Antes da Leitura
Atividade 1, parte 2:
Onde se usa? Se usa ________________________________________________
Exemplo: em casa, na faculdade, na praia, no campo, na cidade, na cozinha, no
banheiro, na sala, na garagem, no quarto, etc.
e.
Em que ocasiões se usa? Se usa ________________________________________
Exemplo: nas horas de lazer, nas horas de fazer exercício, nas horas de trabalhar, na
hora de dormir, etc.
Então, quais são os objetos da bolsa?
___________________________________________
Qual será o tema da nossa lição?
_______________________________________________
Adicione ou desenhe no quadro abaixo outros objetos usados para o mesmo fim.
35
Antes da Leitura:
2. Antes da Leitura: Responda
1.
Qual é o esporte brasileiro apelidado de “Paixão Nacional”? Não tem certeza?
Escreva, no mínimo, o nome de três esportes que você conhece:
a.
_____________________ b.____________________ c. _______________________
2.
Você sabe o nome de alguns atletas brasileiros famosos por praticarem estes
esportes? Quais são seus nomes?
a.
____________________ b. _____________________ c. _______________________
3.
Que tipo de equipamento, incluindo os uniformes, é preciso ter para poder praticar
este(s) esporte(s)?
Exemplo: chuteiras, luvas, etc.
a.
___________________ b. ______________________ c. _______________________
Algum outro? _________________________________________________________.
36
Antes da Leitura:
3. Antes da Leitura: As partes do campo de futebol: Olhe a figura abaixo e
escreva o nome das partes do campo e das posições dos jogadores. Use o
vocabulário do quadro abaixo. Consulte um(a) colega ou a Internet para
completar esta tarefa, se for preciso:
O CENTROAVANTE – O GOLEIRO – O VOLANTE – O ZAGUEIRO –
O LATERAL DIREITO - O LATERAL ESQUERDO – O MEIA-EXTREMO/ O
ATACANTE – A LINHA DE META – A GRANDE ÁREA – A LINHA LATERAL – A
BARREIRA DE PROTEÇÃO DO CAMPO - A TRAVE - O TRAVESSÃO - A GOLEIRA O CAMPO DE FUTEBOL – O MEIO CAMPO – A GRANDE ÁREAA LINHA LATERAL
37
Antes da Leitura:
38
Antes da Leitura:
4.
Antes da Leitura: Conecte as colunas
1.
Dia Nacional do Futebol no Brasil
2.
CBF
3.
CBD
4.
Charles Miller
5.
Conmebol
6.
Pentacampeão
7.
7X1
8.
Brasileirão
9.
2007
10. Grêmio
39
Antes da Leitura (continued): 4
( ) A seleção brasileira de futebol feminino conquistou o vice-campeonato
mundial neste período.
( ) O Brasil é o país com mais títulos mundiais de futebol, conquistados em 1958,
1962, 1970, 1994 e 2002.
( ) Um dos “grandes clubes do futebol brasileiro”, fundado em mil novecentos e
três.
( ) É a sigla da Confederação Brasileira de Futebol.
( ) A maior derrota do Brasil numa copa mundial. O Brasil perdeu, em casa, na
semifinal contra o time da Alemanha em 2014.
( ) Paulista, nascido em mil oitocentos e setenta e quatro. Considerado o pai do
futebol brasileiro.
( ) O Campeonato Brasileiro, que é uma das maiores competições nacionais de
futebol. Seu apelido.
(
) É a sigla da Confederação Sul-Americana de futebol.
( ) O dia dezenove de julho foi escolhido pela Confederação Brasileira de
Desportos e pela Confederação Brasileira de Futebol como sendo o dia Nacional do
Futebol.
(
) É a sigla da Confederação Brasileira de Desportos.
40
Atividades Globais:
1. Atividade Global: Escolha um título apropriado na lista abaixo para cada
parágrafo do texto, acima:
1.
Visibilidade Feminina
2.
Os campeonatos
3.
As decepções
4.
Como tudo começou
5.
As origens do feriado
6.
As glórias
7.
Os grandes clubes
8.
Os grandes craques
9.
Coordenando a expansão do esporte
10. Fama Internacional
41
Atividades Globais:
2.
Atividade Global: Palavras cognatas são palavras em outros idiomas que tem grafia
semelhante. Volte ao texto e procure seis (6) palavras que você pensa que são cognatas
do inglês, do espanhol ou de algum outro idioma que você conheça. Após, escreva a
palavra que pareça corresponder no outro idioma. Adicione, também, o seu provável
significado.
Exemplo: “feminino” parece ser um cognato de: feminine (inglês). Futebol feminino
deve ser o mesmo que: Women’s soccer team.
1.
__________________________________________________________________
2.
__________________________________________________________________
3.
__________________________________________________________________
4.
__________________________________________________________________
5.
__________________________________________________________________
6.
__________________________________________________________________
Agora, escolha um(a) parceiro(a) e compare suas palavras e definições. Você aprendeu
algo novo? O quê?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
42
Atividades Globais:
O que você já sabia?
a. Quais dos fatos acima você já sabia?
__________________________________________________________________
____________________________________________________________
b.
Quais dos fatos acima são interessantes para você? Por quê?
__________________________________________________________________
____________________________________________________________
c.
O que mais você gostaria de aprender sobre o futebol no Brasil? Por quê?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
43
Atividades Globais:
3.
Atividade Global (tecnologia): Ilustrando o texto. Escolha três parágrafos do texto para ilustrar. A
professora talvez indique quais parágrafos cada aluno(a) deverá ilustrar, ou você poderá escolhê-los.
Faça uma busca na Internet, em português, e selecione imagens que representem a informação de cada
parágrafo. Acrescente 3 etiquetas a cada imagem. Compartilhe-as com a turma ao final do projeto.
a.
Parágrafo: ____________
Ilustração:
Etiquetas: ____________, _________________, _______________
Por que você escolheu esta imagem? Justifique:
__________________________________________________________________
b.
Parágrafo: ____________
Ilustração:
Etiquetas: ____________, _________________, _______________
__________________________________________________________________
c.
Parágrafo: ___________
Ilustração:
Etiquetas: ____________, _________________, _______________
__________________________________________________________________
44
Informações Detalhadas
1.
Localizando no mapa: Olhe o mapa do Brasil, abaixo, e localize os
primeiros nove (9) clubes de futebol do Brasil, de acordo com os fatos
fornecidos no texto. Complete os quadros abaixo, de acordo com a
informação requisitada:
45
Pesquisando na Internet: Complete o quadro abaixo com informação sobre alguns dos craques brasileiros
mencionados no texto e dados encontrados na sua pesquisa na Internet:
2.
NOME DOS CRAQUES
a. ______________________ b. __________________ c. _______________
TIME NO QUAL SE CONSAGROU?
a. ______________________ b. __________________ c. ________________
QUANDO SE CONSAGROU? POR QUE SE CONSAGROU?
a. ____________________ b. _____________________ c. _______________
Perguntas:
a.
O que mais lhe chamou a atenção sobre estes craques?
_____________________________________________________________________
b.
Qual é o seu (novo) ídolo agora? Se nenhum, explique por quê.
46
3.
Escrevendo um diálogo: Com um(a) parceiro (a), escreva um diálogo de 12 linhas (no
mínimo) onde os falantes estão discutindo o que aprenderam sobre o futebol no Brasil.
Imagine, por exemplo, que um(a) de vocês é um(a) treinador(a) de futebol e o/a outro(a)
é um(a) aprendiz de futebol. Conversem sobre o assunto e troquem cinco perguntas e
respostas, no mínimo. Usem as informações apresentadas na leitura e nas pesquisas que
você fez para completar as tarefas anteriores.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
47
Atividades Linguísticas
1. Foco gramatical: O Pretérito Perfeito e o Imperfeito do Modo Indicativo.
Os verbos abaixo aparecem conjugados em uma das duas formas de pretérito
existentes. Complete o quadro abaixo com as informações que faltam:
48
2. Diálogo: Após completar o quadro acima, encontre um(a) colega e
escrevam, juntos, um pequeno diálogo no passado, usando os mesmos
verbos do quadro, além de outros que sejam necessários.
Exemplo: “Memórias da infância”
A: Você jogava futebol quando era pequeno(a)?
B: Claro! Mas eu não gostava quando meu time perdia. Ficava muito triste
e desanimado(a).
A: Você e seu time ganharam algum campeonato, alguma vez?
B: Uma vez, só. Quando eu estava no segundo ano do segundo grau. Nós
conquistamos o título estadual de futebol de salão do Rio Grande do Sul.
Eu fiquei muito orgulhoso(a)!
A: Bá, que legal! É um orgulho, mesmo!
49
3.
Marque V para verdadeiro e F para falso. Para as frases que forem falsas, corrijaas, de acordo com o texto:
a.
( ) Até uma certa década, o futebol era considerado um esporte de elite.
____________________________________________________________________
b.
( ) O paulista Charles Miller trouxe um documentário sobre o futebol para o
Brasil e assim começou-se a aprender a jogar futebol neste país.
____________________________________________________________________
c.
( ) Os clubes brasileiros nunca ficaram famosos internacionalmente.
_____________________________________________________________________
d.
( ) A seleção brasileira nunca perdeu um jogo por um título numa Copa Mundial,
em casa.
______________________________________________________________________
e.
( ) No passado, a Copa do Brasil sempre atraía poucos torcedores e os times não
tinham interesse em competi-la.
_______________________________________________________________________
50
Atividades Pós-Leitura
1. Entrevistando um craque: Escolha um craque de futebol brasileiro que você gostaria de conhecer para fazer uma entrevista
com ele. Escreva cinco perguntas para ele. Como você acha que ele as responderia? Especule. Escreva possíveis respostas.
Perguntas para o craque:
a.
____________________________________________________________________?
b.
____________________________________________________________________?
c.
____________________________________________________________________?
d.
____________________________________________________________________?
e.
____________________________________________________________________?
(Como você acha que ele as responderia? Imagine as respostas e escreva-as abaixo):
a.
________________________________________________________________.
b.
________________________________________________________________.
c.
________________________________________________________________.
d.
________________________________________________________________.
e.
________________________________________________________________.
AGORA, COM UM(A) PARCEIRO(A): Entrem na Internet e pesquisem sobre a vida deste jogador de futebol. Respondam às
perguntas, de acordo com os fatos reais da vida desta pessoa, de acordo com as informações disponíveis online.
51
2. VOCÊ É O ESCRITOR: Escreva, em forma de parágrafo (7-10 linhas) um
resumo do texto sobre o dia nacional do futebol que você leu nesta
unidade. Inclua, no mínimo, cinco fatos importantes mencionados no
mesmo.
Comece assim: Este texto fala de...
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
52
3. Conectando os fatos: Conecte, de alguma maneira, os eventos descritos no texto “O Dia Nacional do Futebol”com a
sua vida. O texto fala de fatos, conquistas, glórias, fracassos e decepções. Escolha três (3) fatos da sua vida ou da vida
de outra pessoa que se assemelham às emoções vividas por você ou por esta outra pessoa. Explique qual é a
correlação entre a sua história e a história do texto.
Exemplo: Glórias: Uma das minhas maiores glórias foi quando completei meus estudos de pós-graduação e comecei a
lecionar na faculdade.
a.
_____________________: ______________________________________________.
b.
_____________________: ______________________________________________.
c.
_____________________: ______________________________________________.
ESPECULE:
1.
Por que estes fatos foram marcantes para você/ para esta outra pessoa?
______________________________________________________________________________
2.
O que você mudaria se pudesse voltar atrás no tempo? Por quê?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
3.
O que você não mudaria?Por quê?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
53
4. Música: É uma partida de Futebol
https://www.youtube.com/watch?v=7Ie4oL17Nwc
54
55
Referências Bibliográficas
ACTFL World-Readiness Standards for Learning Languages.
http://www.actfl.org/sites/default/files/pdfs/WorldReadinessStandardsforLearningLanguages.pdf
SKANK. É uma partida de Futebol.
https://www.youtube.com/watch?v=7Ie4oL17Nwc
O Dia Nacional do Futebol. Brasil Escola http://brasilescola.uol.com.br/datas-comemorativas/dia-nacional-dofutebol.htm
O mapa do Brasil: Estados e capitais:
http://pedagogiccos.blogspot.com/2012/06/mapa-do-brasil-estados-ecapitais.html
56
Referências Bibliográficas
(continued)
Corbeil, J-C., Archambault, A. (2007).Esportes com Bola: Futebol.
Dicionário Visual SBS. Português, Espanhol, Inglês. pp.480-481.
57

Portuguese-TIII-Cassia_De Abreu

Transcription

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