A oralidade nas aulas de Língua Inglesa

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
UNIVERSIDADE ESTADUAL DO PARANÁ – UNESPAR
FACULDADE ESTADUAL DE FILOSOFIA, CIÊNCIAS E LETRAS DE PARANAGUÁ
- FAFIPAR
SECRETARIA DE ESTADO DA EDUCACAO DO PARANA - SEED
SUPERINTENDENCIA DE ESTADO DE EDUCACAO
DIRETORIA DE POLITICAS PUBLICAS E PROGRAMAS EDUCACIONAIS
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
APARECIDA MITIE TSUTIYA
A ORALIDADE NAS AULAS DE LÍNGUA INGLESA
Produção Didático-Pedagógica apresentada à
Secretaria de Estado da Educação do Paraná
como parte dos requisitos para conclusão do
Programa de Desenvolvimento Educacional – PDE
Orientadora: Profª
Quadros Zamboni
PARANAGUÁ – PR
2013
Mª. Alessandra da Silva
UNIVERSIDADE ESTADUAL DO PARANÁ – UNESPAR
FACULDADE ESTADUAL DE FILOSOFIA, CIÊNCIAS E LETRAS DE PARANAGUÁ
- FAFIPAR
SECRETARIA DE ESTADO DA EDUCACAO DO PARANA - SEED
SUPERINTENDENCIA DE ESTADO DE EDUCACAO
DIRETORIA DE POLITICAS PUBLICAS E PROGRAMAS EDUCACIONAIS
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
APARECIDA MITIE TSUTIYA
UNIDADE DIDÁTICA
A ORALIDADE NAS AULAS DE LÍNGUA INGLESA
PARANAGUÁ
2013
PRODUÇÃO DIDÁTICO-PEDAGÓGICA
TURMA – PDE/2013
Título: A oralidade nas aulas de Língua Inglesa
Autor
Aparecida Mitie Tsutiya
Disciplina/Área
Língua Inglesa
Escola de implementação Colégio Estadual Hélio Antonio de Souza
do Projeto e sua
Rua Romário Martins, nº 349
localização
Praia de Leste
Município da escola
Pontal do Paraná
Núcleo Regional de
Paranaguá
Educação
Professor Orientador
Prof.ª Mª Alessandra da Silva Quadros Zamboni
Instituição de Ensino
UNESPAR - FAFIPAR
Superior
Relação Interdisciplinar
Português, Matemática, Geografia, Artes
Resumo
Esta Unidade Didática tem por objetivo desenvolver
estratégias de desenvolvimento da oralidade em
Língua Estrangeira Moderna, junto aos alunos do
Ensino Médio de uma escola pública paranaense.
Pretende-se com esta Unidade Didática:
a)
desenvolver atividades orais, através de imagens
que
desenvolvam
a
observação
e,
consequentemente, provoquem a interação entre
os alunos; b) utilizar diferentes gêneros textuais
para leitura compreensão oral e aprimoramento da
pronúncia; c) estimular ampliação do vocabulário
através de diálogo; d) analisar e comparar
diferentes textos, extraídos de jornais, revistas, e
sites da Internet. Tendo como base os
pressupostos teóricos, as concepções de Bakthin
(1997), das Diretrizes Curriculares da Educação
Básica de Língua Estrangeira Moderna (2008),
Almeida Filho (1998), Schneuwly, B.; Dolz (2004) e
Jordão (2006).
Palavras-chave
Língua Inglesa- Ensino e Aprendizagem- Oralidade
Formato do Material
Unidade Didática
Didático
Público alvo
Alunos do 1º ano do Ensino Médio
What to do?
- Hi! How are you?
- Nice to meet you.
- Have a good day!
Nesta aula os alunos poderão desenvolver as competências
orais e escritas a partir da reflexão sobre jogos e termos
técnicos do futebol.
Aula 01
1)
Produção oral
What's your favorite soccer team?
Do you know some expression used in soccer games?
What are these expressions?
http://www.inglesnosupermercado.com.br/mini-dicionario-de-vocabulario-de-futebol-portuguesingles/
 Apresentar as imagens relacionadas a jogos
de futebol em projetores, na TV pendrive ou
lousa interativa.
 Conversar com os alunos sobre os termos
mais comuns usados em um jogo de futebol.
 Pedir aos alunos que escrevam em seus
cadernos os termos encontrados. Neste
momento a atividade poderá ser desenvolvida
em duplas ou grupo, para que haja a
participação de todos.
 Transcrever no quadro as palavras ou
termos encontrados pelos alunos e traduzi-las
com auxílio de dicionários.
2) Que tal assistir a entrevista de Joel Santana e identificar alguns
termos usados no futebol?
http://www.youtube.com/watch?v=BoxA9ghHkOM Acesso em: 21/11/2013.
Transcreva abaixo os termos que você identificou durante a
entrevista:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
3) Match the words and their meanings:
1. Match
2. Control
3. Opportunity
4. Score
5.Flagspot
6. Team
(
) a group of people who compete in a sport, game, etc., against
another group.
(
) the area of a playing field or court near the intersection of the
sideline and the goal line or baseline
( ) a contest (as in tennis or volleyball) completed when one player
or side wins a specified number of sets or games.
( ) the numbers of points, goals, runs, etc., that each player or team
has in a game or contest.
( ) to direct the actions or function of (something) : to cause
(something) to act or function in a certain way.
( ) an amount of time or a situation in which something can be
done
Aula 02
World Cup – crossword
4) Find the words and complete the crosswords
Across
2. Who's .................................? (ganhando)
4. The best player is ............................... (machucado).
6. Is Brazil .............................. (pronto) to host the World Cup in 2014?
7. Brazil will face Italy in the …………………........... (finais).
8. Which team do you .................................? (torce)
9. The soccer player ........................... (marcou) two goals in the second half.
Down
1. They just need to ............................... (empatar).
2. The results will be shown all over the ................................. (mundo).
3. Will that be ........................... (bom) for business?
5. They won by ..................................... (pênaltis)
Sugestões de vocabulário e sites para pesquisas:
Bandeirinha - Flagpost
Canto - Corner
Grande Área - Penalty Area
Lateral - Touch Line
Pequena Área - Box
Rede - Net
Trave - Post, Goalpost
Travessão - Crossbar
Bola de Futebol - Soccer Ball
Calção - Short
Chuteira - Cleated Shoes, Soccer Cleats
Uniforme - Uniform
Banco - The Bench
Equipe - Team
Reserva - Substitute
Técnico - Manager, Coach
http://www.merriam-webster.com/
http://dictionary.cambridge.org/dictiona
ry/british/play-fair
http://www.macmillandictionary.com/dic
tionary/american/fair-play
http://www.collinsdictionary.com/diction
ary/english/play-off
Campo de futebol
Fonte: a autora
Como tarefa os alunos poderão pesquisar no laboratório de informática: posição dos
jogadores,
as
ações
e
expressões
com
“play”.
Sugestão
site:http://www.inglesnosupermercado.com.br/mini-dicionario-de-vocabulario-defutebol-portugues-ingles/
de
Aula 03
1) Pre-listening and watching activities
Quase todo mundo gosta de filmes e de
futebol. E você? Que tal nos contar um
pouco sobre suas preferências?
a) Do you enjoy watching films? What kind do you prefer?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------b) And your friends? Do they watch films? What kind?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Film Genres:
2) Identify the genres of the movies below.
http://www.educadores.diaadia.pr.gov.br/arquivos/Image Acesso em: 07/12/2013.
Fonte: Clip art
1) In this activity you can work in pairs. Ask an
appropriate question for the response.
Example:
Student A: Yes, I like to go to the cinema .
Student B: Do you like to go to the cinema?
Oh, I stayed at home and watched TV.
I watched an action film.
The film finished at 5:30 p.m.
I like romantic films.
Adapted from: http://esl.about.com/od/conversationlessonplans/a/ask_low.htm
Aula 04
Você conhece o filme “Os Batutinhas” (em inglês: “The little Rascals)? O
vídeo que veremos a seguir é um trecho desse filme. Observe a cena:
Na sequência apresentar o vídeo “Love Letter to Darla” disponível em:
http://www.youtube.com/watch?v=J2ONM6n7avA
3) Watching and listening
Talking about the video:
a) How many characters are there in the film?
b) Who are the characters?
c) How old are they?
d) Which words can you recognize in the dialogues?
(Após essa atividade, o professor poderá escrever no quadro as
palavras que os alunos conseguiram identificar).
1.Vamos ler o texto apresentado no vídeo?
2. O que mais lhe chamou a atenção nos diálogos e nas
situações apresentadas?
3. Vamos encenar o diálogo que aparece no vídeo?
O diálogo está transcrito abaixo, mas faltam algumas
palavras. Vamos ouvi-lo novamente?
Preencha as lacunas com as palavras que estão
faltando.
The missing words are:
know – what – vomit - something – guys
Love Letter to Darla
(situation 1)
Alfalfa says:
Dear Darla,
I hate your stinking guts, You make me_____________.
You’re a scum between my toes.
Love Alfalfa.
(situation 2)
The written message:
Dear Darla,
I can’t live without you… really…
I’m not kidding.
Your Romeo. Alfalfa
(Pork and Buckwheat walk down to Darla’s house).
Darla: What’s up guys?
Buckwheat: Where is the note?
Porky: Note? A note? I know there is _______________.
Darla: Come on______________!
Porky: We’ll find it.
Darla: I’m waiting.
(Porky blows his nose with the message).
Buckwheat: I___________________ I gave to you.
Darla: What’s going on?
Buckwheat: Sorry! That’s OK. I remember _____________he said.
Dear Darla,
I hate your stinking guts. You make me vomit.
You’re a scum between my toes.
Love Alfalfa.
Alfalfa: Oh! Yeah! And was she upset? …..
Aula 05
Exploring other films
Nos textos a seguir há algumas resenhas de filmes. Leia as
informações e escolha uma das opções listadas abaixo.
Despicable Me – Twilight – Ice Age – Cast Away - The Incredible
Which Film?
I) Chuck Noland (played by Tom Hanks) is an inspector of Federal Express
(FedEx), a multinational delivery of cargo and mail, which is to check many
corporate offices across the globe. On one of his trips is a tragic plane crash.
Chuck, the only survivor, gets stuck on a deserted island in the Pacific Ocean,
for four years. He will have to fight to survive and adapt to loneliness on the
deserted island.
The film is: _______________________________________________
II) In a cheerful suburban neighborhood surrounded by white picket fences with
flowering rose bushes, there is a black house with a dry lawn. Unbeknownst to
the neighbors, hidden in the basement of this house, there is a vast secret
hideout. Surrounded by a small army of minions, we find Gru planning the
biggest theft in world history. He is going to steal the moon.
The film is: _________________________________________________
III) The award-winning creators of Finding Nemo, comes a full of great action
and amazing calm about the routine of a house full of super heróis.Beto and his
wife Helen were among the greatest super heroes world, saving countless lives
and battling evil on a daily basis. Crazy to return to action, Beto has his chance
when a mysterious link will prompt you to attend a distant island to receive a
top-secret mission.
The film is: _______________________________________________
IV) Isabella Swan moves in with his father in a new city after his mother decides
to remarry. In high school she becomes fascinated by Edward Cullen, a boy
who hides a dark secret, known only to his family. They fall in love, but Edward
knows that the more advance in the relationship, but he is putting Bella and
those around them in danger. When she discovers that Edward is actually a
vampire, she acts against all expectations and is not afraid of the bloodlust of
his great love, even though he could kill her at any moment.
The film is: _________________________________________________
V) The history happens in the Glacial Era. Manfred Manny is a mammoth one
grumpy and stubborn that hates the life in society and he makes an effort to do
everything in his way. The destinies of those three such different animals are
united for a human baby. With the objective of taking the child to his father, the
group begins a long day heading for the north, one of the coldest areas of the
globe in that time.
The film is: _________________________________________________
1) Após a leitura, apresente observações e informações que
julgarem necessárias para despertar a curiosidade sobre o seu filme
preferido.
_________________________________________________________
2) Em seguida produza uma resenha sobre um programa de
televisão, atendendo as especificidades do gênero.
___________________________________________________________
Adapted from: http://www.interfilmes.com/ Acesso em 08/12/2013.
Aula 06
Describing person
1) Look at the photos. Do you know these characters?
2) Let’s watch the video about them.
Vídeo: “Little Miss Sunshine – Teaser”
Disponível em: http://www.youtube.com/watch?v=oabGaaCLZ5g
3) Detailed Comprehension about the teaser.
a) Who are they?
__________________________________________________________
b) Do you think they are all members of the same family? Why?
__________________________________________________________
4) Express your opinion about the characters. Use the
cues below and write sentences about them. (Choose four
characters to write about).
Ex: Adjectives (Ex: tall –shy - short hair – blonde – fat – young – thin, etc.).
Family: (Ex: father - mother – daughter – son - uncle – brother, etc. ).
Characters: (Olive – Sheryl – Dwayne – Richard – Grandpa – Uncle Frank).
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Adapted from: http://portaldoprofessor.mec.gov.br/fichaTecnicaAula.html?aula=22433
Aula 07
Como conversamos ao telefone no Brasil? Existem regras de etiqueta para se
falar ao telefone? Vamos ver algumas informações?
1) Read the advice on using the telephone:
Fonte: Clipart
Telephone Etiquette
Here are a few basic tips to improve telephone etiquette.
Calling
1. Don’t ring before 6 a.m. or after 11p.m.
2. Answer with a friendly greeting, give your name and ask for the person
you want to speak to.
3. Thank the other person at the end of the call.
4. When you leave a message, give information like name and your
number if necessary.
Answering
5. Speak slowly and clearly. Say “Hello” to answer. “Yes” is rude.
6. Repeat the caller’s message to check it is correct.
7. When the caller wants to speak with someone who is not there, you can
offer to take a message.
8. Make sure you have the caller’s number.
Vocabulary and speaking
2. Here is an example dialogue. Write the number of the advice from the text
“TELEPHONE ETIQUETTE” next to the telephone expressions. (You can use
the numbers more than once or not use all numbers ).
______5_______
Hello.
______________
Hi, this is Peter. Can I speak to Frank?
______________
Sorry, he isn’t here at the moment. Can I take a message?
______________
Yes, please. Could you ask him to call me back? It’s Peter
and I need to talk to him about the Nuovo line. It’s urgent.
_____________
______________
Call Peter. Has he got your number?
It’s 11632 205506.
______________ So that’s 11632 205506. I’ll make sure Frank gets this asap.
______________
Thanks very much. Bye.
The extract is taken and adapted from LE MAISTRE, S. and LEWIS, C. Language to Go.
Elementary Students’ Book. Harlow: Pearson Longman, 2005, page 62-63.
3) Telephone call - Folding Cards
In this activity the students can use the example of cards, draw
another cards actions or describe the sequence situation to create
a dialogue about a telephone call. The situation described or the
dialogue created can be read or simulated by the students.
Fonte: WRIGHT, Andrew. 1000 + Pictures for Teachers to Copy. Harlow. England:
Longman,1996.
Aula 08
Atividades com Diagramas
O
diagrama
de
Venn
pode
ser
usado
para
organizar
pensamentos e ideias durante a elaboração de um texto.
Uma forma de usá-lo é escrever contrastes e comparações, como
no exemplo abaixo.
Mais informações no link: http://www.andsol.org/portugues/mat/venn.html
Fonte: Graphic Organizers. Teacher Created Resources.
1) Using the Prewriting Venn example – Working
in pairs
a) Observe these animals and talk about what you know about them with your
friend.
b) Write the differences using the example and show some possible logical
relations between them.
c) Check and change your choosing answer with another classmates.
d) Present them to the class.
Fonte: Lousa digital
2) Observe these two boys and speak the differences and possible
logical
relation
between
them.
You
can
create
information for each one and present them to the class.
Fonte: Lousa digital
personal
Aula 09
DIALOGUE: INTERVIEW WITH A FAMOUS ACTOR
11) In this dialogue you will practice speaking
about daily routines, as well as current activities.
Practice the dialogue with your partner and then
interview each other.
Interviewer: Thank you for taking some time off from your busy schedule to
answer a few questions about your life!
Brad: It's my pleasure.
Interviewer: Could you tell us about an average day in your life?
Brad: Sure, I get up early - at 7 in the morning. Then I have breakfast. After
breakfast, I go to the gym.
Interviewer: Are you studying anything now?
Brad: Yes, I'm learning a new film called "The Man About Town".
Interviewer: What do you do in the afternoon?
Brad: First I have lunch, then I go to the studio and shoot some scenes.
Interviewer: Which scene are you acting today?
Brad: I'm acting a scene about an angry lover.
Interviewer: That's very interesting. What do you do in the evening?
Brad: In the evening, I go home and have dinner and study my scripts.
Interviewer: Do you go out at night?
Brad: Not always, I like going out at weekends.
Fonte:http://esl.about.com/od/beginningreadingskills/a/d_factor.htm
Acesso em: 19/11/2013.
Aula 10
MULTIPLE INTELIGENCE ACTIVITIES
11) Drawing in the Classroom – Expressions
There are many expressions which can be quickly expressed. In this
activity you can discuss with your partner and ask how the person
feels and why. Draw other expressions and make question about
them.
Example: Are you happy today?
Why are you sad?
Laughing
Example: Why is he laughing?
What Joke has he heard?
Anger
Example: What
happened to him?
Why is he so angry?
Sleep well
Example: Do you
remember any
dreams from last
night?
Fonte:http://esl.about.com/library/lessons/bldrawing.htm
REFERÊNCIAS
CRISTÓVÃO, VERA LÚCIA LOPES. Modelos didáticos de gêneros: uma
abordagem para o ensino de língua estrangeira. Curitiba, 2012.
MARCUSCHI, LUIS ANTÔNIO. Da fala para a escrita atividades de
retextualização. 6ª. Edição. São Paulo: Cortez, 2005.
PEREIRA, ARIOVALDO LOPES e GOTTHEIM, LILIANA (orgs.) Materiais
Didáticos para o Ensino de Língua Estrangeira Processos de criação e
contexto de uso. São Paulo. Mercado das Letras, 2013.
RAPAPORT, RUTH. Comunicação e Tecnologia no Ensino de Línguas.
Curitiba: IBPEX, 2009.
WALLESKO, ANGELA MARIA HOFFMANN. Compreensão oral em Língua
Inglesa. 1ª. Edição. Curitiba: IBPEX, 2010.
WIDDOWSON, H. G. O Ensino de Línguas para a Comunicação. 2ª. Edição.
Pontes. 2005